反恐突击射击装置抚疆场电脑版怎么下载装置卓仿造器电脑版下载地址

日航夏季威夷航道铰出产人气偶像“岚”涂装机

温州市实验中学:他半备儿子坎坷腾,一齐生布匹衣,却是第壹个在《Nature》换文的中国人

2019年11月13日 05:17

【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【生】【态】【课】【堂】【,】【给】【每】【个】【学】【生】【生】【命】【最】【好】【的】【尊】【重】【和】【保】【护】【,】【让】【每】【个】【学】【生】【在】【新】【课】【程】【下】【的】【体】【育】【与】【健】【康】【课】【程】【提】【出】【关】【注】【个】【体】【差】【异】【,】【保】【证】【每】【一】【位】【学】【生】【受】【益】【的】【理】【念】【,】【努】【力】【使】【每】【一】【位】【学】【生】【都】【能】【接】【受】【基】【本】【的】【体】【育】【与】【健】【康】【教】【育】【,】【促】【进】【学】【生】【不】【断】【进】【步】【和】【发】【展】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【生】【态】【课】【堂】【;】【自】【主】【发】【展】【<】【b】【r】【>】【 】【 】【生】【态】【课】【堂】【,】【给】【每】【个】【学】【生】【生】【命】【最】【好】【的】【尊】【重】【和】【保】【护】【,】【让】【每】【个】【学】【生】【在】【新】【课】【程】【下】【的】【体】【育】【与】【健】【康】【课】【程】【提】【出】【关】【注】【个】【体】【差】【异】【,】【保】【证】【每】【一】【位】【学】【生】【受】【益】【的】【理】【念】【,】【努】【力】【使】【每】【一】【位】【学】【生】【都】【能】【接】【受】【基】【本】【的】【体】【育】【与】【健】【康】【教】【育】【,】【促】【进】【学】【生】【不】【断】【进】【步】【和】【发】【展】【。】【著】【名】【教】【育】【学】【家】【陶】【行】【知】【先】【生】【也】【说】【:】【“】【培】【养】【教】【育】【人】【和】【种】【花】【木】【一】【样】【,】【首】【先】【要】【认】【识】【花】【木】【的】【特】【点】【,】【区】【别】【不】【同】【情】【况】【给】【以】【施】【肥】【、】【浇】【水】【和】【培】【养】【教】【育】【,】【这】【叫】【“】【因】【材】【施】【教】【”】【。】【面】【对】【不】【同】【的】【个】【体】【,】【教】【育】【者】【应】【从】【实】【际】【情】【况】【出】【发】【,】【有】【的】【放】【矢】【地】【进】【行】【有】【差】【别】【的】【教】【学】【,】【扬】【长】【避】【短】【,】【获】【得】【最】【佳】【发】【展】【。】【<】【b】【r】【>】【 】【 】【一】【、】【生】【态】【课】【堂】【:】【让】【每】【个】【人】【体】【验】【成】【功】【<】【b】【r】【>】【 】【 】【学】【习】【是】【“】【自】【主】【”】【的】【学】【,】【是】【“】【自】【信】【”】【的】【学】【,】【是】【“】【自】【己】【”】【的】【事】【,】【收】【获】【到】【“】【我】【学】【习】【,】【我】【快】【乐】【;】【我】【展】【示】【,】【我】【自】【信】【”】【的】【喜】【悦】【,】【体】【验】【到】【在】【课】【堂】【中】【不】【断】【成】【长】【为】【做】【最】【好】【的】【自】【己】【的】【成】【功】【。】【<】【b】【r】【>】【 】【 】【在】【体】【育】【课】【堂】【,】【更】【是】【实】【现】【学】【生】【主】【观】【能】【动】【性】【的】【最】【好】【阵】【地】【,】【很】【多】【时】【候】【是】【教】【师】【不】【肯】【放】【手】【,】【不】【放】【心】【学】【生】【才】【手】【把】【手】【地】【教】【,】【学】【生】【成】【了】【接】【受】【知】【识】【的】【容】【器】【。】【<】【b】【r】【>】【 】【 】【教】【学】【中】【我】【们】【要】【充】【分】【的】【相】【信】【学】【生】【的】【生】【活】【经】【验】【,】【正】【如】【陶】【行】【知】【先】【生】【说】【过】【:】【“】【教】【学】【艺】【术】【就】【是】【在】【设】【法】【引】【起】【学】【生】【的】【兴】【趣】【,】【有】【了】【兴】【趣】【就】【肯】【全】【力】【用】【脑】【去】【做】【事】【情】【。】【”】【所】【以】【在】【体】【育】【教】【学】【中】【,】【教】【师】【要】【根】【据】【学】【生】【的】【身】【心】【特】【点】【,】【创】【设】【现】【实】【生】【活】【中】【的】【亲】【切】【场】【景】【,】【让】【学】【生】【在】【愉】【悦】【的】【氛】【围】【中】【进】【行】【锻】【炼】【,】【增】【加】【教】【学】【过】【程】【的】【生】【动】【性】【、】【有】【趣】【性】【。】【例】【如】【:】【在】【进】【行】【跳】【远】【的】【收】【腹】【举】【腿】【的】【教】【学】【时】【,】【设】【计】【成】【“】【袋】【鼠】【跳】【”】【的】【情】【景】【;】【在】【进】【行】【跳】【远】【的】【屈】【膝】【缓】【冲】【的】【教】【学】【时】【,】【设】【计】【成】【“】【小】【兔】【子】【采】【蘑】【菇】【”】【的】【场】【景】【,】【使】【本】【来】【抽】【象】【的】【教】【学】【内】【容】【生】【动】【化】【、】【形】【象】【化】【、】【具】【体】【化】【,】【让】【学】【生】【有】【一】【种】【置】【身】【于】【热】【带】【雨】【林】【的】【感】【觉】【,】【促】【使】【他】【们】【投】【入】【全】【部】【身】【心】【去】【体】【验】【,】【去】【感】【悟】【。】【<】【b】【r】【>】【 】【 】【二】【、】【小】【组】【学】【习】【:】【改】【变】【课】【堂】【的】【基】【因】【<】【b】【r】【>】【 】【 】【小】【组】【合】【作】【学】【习】【在】【课】【堂】【教】【学】【改】【革】【中】【具】【有】【举】【足】【轻】【重】【的】【重】【要】【地】【位】【,】【不】【仅】【是】【改】【变】【课】【堂】【教】【学】【的】【内】【在】【“】【基】【因】【”】【,】【也】【是】【改】【变】【人】【才】【培】【养】【模】【式】【的】【重】【要】【方】【式】【。】【<】【b】【r】【>】【 】【 】【因】【此】【,】【“】【生】【态】【课】【堂】【”】【教】【学】【模】【式】【要】【实】【现】【课】【堂】【的】【高】【效】【,】【关】【键】【在】【于】【学】【习】【小】【组】【的】【组】【建】【,】【建】【设】【、】【培】【训】【好】【了】【一】【个】【小】【组】【,】【也】【就】【把】【握】【住】【了】【改】【变】【课】【堂】【的】【“】【基】【因】【”】【。】【然】【而】【,】【小】【组】【合】【作】【学】【习】【绝】【不】【是】【课】【堂】【桌】【椅】【摆】【放】【位】【置】【和】【形】【式】【的】【变】【化】【如】【此】【简】【单】【,】【而】【是】【一】【种】【舞】【台】【式】【教】【学】【组】【织】【形】【式】【的】【深】【入】【践】【行】【。】【在】【体】【育】【课】【中】【,】【我】【们】【可】【以】【讲】【学】【生】【根】【据】【他】【们】【的】【体】【育】【基】【础】【不】【同】【分】【成】【不】【同】【的】【组】【别】【,】【并】【在】【每】【个】【组】【别】【中】【选】【好】【组】【长】【,】【同】【学】【之】【间】【的】【生】【教】【生】【的】【学】【习】【状】【态】【比】【教】【师】【手】【把】【手】【教】【要】【好】【得】【多】【,】【孩】【子】【们】【之】【间】【的】【互】【相】【切】【磋】【和】【思】【考】【远】【远】【要】【大】【人】【的】【指】【令】【效】【果】【更】【好】【。】【不】【如】【在】【训】【练】【5】【0】【米】【跑】【的】【过】【程】【中】【,】【如】【果】【想】【提】【高】【学】【生】【的】【速】【度】【,】【利】【用】【同】【伴】【之】【间】【的】【激】【励】【作】【用】【便】【能】【够】【最】【好】【的】【激】【发】【学】【生】【的】【斗】【志】【,】【互】【帮】【互】【学】【、】【互】【相】【促】【进】【。】【在】【无】【形】【中】【对】【每】【个】【学】【生】【的】【成】【长】【状】【态】【都】【得】【到】【激】【发】【。】【<】【b】【r】【>】【 】【 】【三】【、】【课】【堂】【评】【价】【:】【激】【励】【的】【力】【量】【<】【b】【r】【>】【 】【 】【每】【个】【孩】【子】【都】【是】【一】【个】【独】【特】【的】【生】【命】【体】【,】【在】【教】【育】【的】【过】【程】【中】【我】【们】【要】【充】【分】【的】【尊】【重】【他】【们】【,】【通】【过】【积】【极】【的】【课】【堂】【评】【价】【,】【让】【每】【个】【学】【生】【感】【受】【到】【成】【长】【的】【力】【量】【。】【陶】【行】【知】【先】【生】【说】【:】【“】【人】【生】【天】【地】【间】【,】【各】【自】【有】【禀】【赋】【。】【为】【一】【大】【事】【来】【,】【做】【一】【大】【事】【去】【。】【”】【教】【师】【应】【该】【怀】【着】【不】【抛】【弃】【、】【不】【放】【弃】【的】【信】【念】【,】【发】【现】【每】【个】【孩】【子】【身】【上】【独】【一】【无】【二】【的】【闪】【光】【点】【,】【做】【孩】【子】【的】【朋】【友】【,】【将】【孩】【子】【视】【为】【一】【个】【正】【在】【形】【成】【的】【独】【立】【人】【格】【,】【不】【但】【爱】【他】【疼】【他】【,】【而】【且】【给】【予】【信】【任】【和】【尊】【重】【,】【用】【一】【颗】【有】【温】【度】【、】【有】【情】【有】【爱】【的】【心】【去】【抓】【住】【每】【一】【个】【鲜】【活】【生】【命】【中】【不】【断】【迸】【发】【出】【的】【闪】【光】【点】【,】【才】【能】【成】【就】【有】【温】【度】【的】【教】【育】【。】【<】【b】【r】【>】【 】【 】【任】【教】【多】【年】【来】【,】【遇】【到】【过】【不】【少】【“】【与】【众】【不】【同】【”】【的】【孩】【子】【,】【张】【明】【是】【一】【个】【动】【作】【很】【灵】【敏】【的】【孩】【子】【,】【也】【是】【一】【个】【思】【维】【非】【常】【快】【的】【孩】【子】【,】【文】【化】【课】【学】【习】【成】【绩】【也】【非】【常】【优】【秀】【,】【可】【是】【体】【育】【课】【上】【他】【总】【是】【很】【怠】【慢】【,】【甚】【至】【见】【到】【一】【些】【运】【动】【就】【采】【取】【逃】【避】【的】【方】【式】【,】【不】【是】【今】【天】【肚】【子】【痛】【就】【是】【明】【天】【头】【疼】【,】【和】【父】【母】【了】【解】【后】【我】【知】【道】【他】【不】【是】【机】【体】【上】【的】【语】【言】【,】【而】【是】【在】【逃】【避】【体】【育】【运】【动】【,】【经】【过】【了】【解】【我】【知】【道】【,】【因】【为】【他】【调】【皮】【,】【在】【幼】【儿】【园】【里】【的】【时】【候】【因】【为】【在】【课】【堂】【太】【调】【皮】【,】【老】【师】【在】【没】【有】【办】【法】【的】【情】【况】【下】【让】【他】【静】【坐】【反】【思】【,】【这】【样】【的】【次】【数】【久】【了】【,】【在】【他】【幼】【小】【的】【心】【灵】【里】【便】【种】【下】【了】【阴】【影】【,】【了】【解】【到】【此】【,】【我】【对】【他】【采】【取】【了】【一】【系】【列】【激】【励】【的】【方】【式】【,】【让】【他】【不】【惧】【怕】【体】【育】【。】【<】【b】【r】【>】【 】【 】【首】【先】【我】【告】【诉】【孩】【子】【们】【,】【体】【育】【可】【以】【让】【人】【充】【满】【阳】【光】【和】【朝】【气】【,】【只】【要】【我】【们】【在】【安】【全】【的】【范】【围】【内】【运】【动】【,】【不】【伤】【害】【到】【自】【己】【,】【也】【不】【影】【响】【到】【被】【人】【,】【遵】【循】【一】【定】【的】【运】【动】【规】【律】【,】【都】【会】【在】【体】【育】【课】【堂】【上】【得】【到】【大】【家】【的】【认】【可】【。】【五】【十】【米】【跑】【中】【他】【又】【不】【肯】【站】【到】【跑】【道】【上】【,】【我】【和】【同】【学】【们】【便】【围】【在】【跑】【道】【周】【围】【,】【给】【他】【热】【烈】【的】【掌】【声】【,】【一】【步】【两】【步】【,】【张】【明】【快】【速】【地】【跑】【到】【了】【终】【点】【,】【我】【们】【的】【掌】【声】【更】【热】【烈】【,】【是】【送】【给】【他】【的】【勇】【敢】【,】【我】【微】【笑】【地】【看】【着】【他】【,】【我】【知】【道】【他】【内】【心】【的】【恐】【惧】【没】【有】【了】【,】【自】【然】【可】【以】【看】【到】【快】【乐】【的】【天】【空】【。】【<】【b】【r】【>】【 】【 】【学】【习】【广】【播】【操】【的】【时】【候】【他】【已】【经】【能】【够】【跟】【着】【大】【家】【的】【节】【奏】【一】【起】【做】【了】【,】【但】【是】【他】【在】【幼】【儿】【园】【时】【候】【的】【小】【毛】【病】【有】【开】【始】【烦】【了】【,】【前】【面】【铜】【须】【动】【动】【,】【后】【面】【同】【学】【那】【里】【摸】【一】【摸】【,】【我】【看】【到】【后】【,】【站】【在】【他】【的】【身】【边】【,】【没】【有】【严】【厉】【的】【呵】【斥】【,】【也】【没】【有】【责】【骂】【,】【我】【站】【在】【他】【的】【身】【边】【,】【小】【声】【的】【和】【他】【说】【,】【老】【师】【相】【信】【你】【可】【以】【控】【制】【得】【了】【自】【己】【,】【他】【看】【着】【我】【,】【也】【微】【笑】【一】【下】【,】【规】【范】【的】【作】【者】【动】【作】【。】【<】【b】【r】【>】【 】【 】【现】【在】【的】【张】【明】【和】【我】【越】【来】【越】【亲】【近】【了】【,】【每】【次】【课】【前】【看】【到】【我】【都】【会】【善】【意】【地】【提】【醒】【我】【下】【一】【节】【时】【他】【们】【班】【的】【体】【育】【课】【;】【整】【队】【去】【操】【场】【时】【也】【会】【主】【动】【站】【在】【我】【身】【边】【,】【不】【与】【其】【他】【同】【伴】【无】【节】【制】【的】【吵】【闹】【;】【有】【时】【还】【会】【帮】【我】【去】【提】【醒】【其】【他】【开】【小】【差】【的】【同】【学】【。】【看】【到】【他】【在】【变】【化】【,】【我】【满】【眼】【的】【欢】【喜】【。】【也】【许】【就】【是】【对】【一】【个】【孩】【子】【的】【宽】【容】【和】【理】【解】【,】【他】【能】【够】【克】【服】【恐】【惧】【和】【心】【理】【障】【碍】【,】【也】【许】【就】【是】【对】【一】【个】【孩】【子】【无】【微】【不】【至】【的】【关】【怀】【他】【才】【能】【够】【享】【受】【到】【其】【他】【孩】【子】【一】【样】【的】【体】【育】【阳】【光】【,】【作】【为】【体】【育】【老】【师】【,】【我】【们】【应】【该】【慢】【慢】【地】【走】【进】【孩】【子】【心】【里】【,】【理】【解】【他】【们】【、】【改】【变】【他】【们】【,】【这】【就】【是】【对】【他】【们】【成】【长】【最】【好】【的】【激】【励】【。】【<】【b】【r】【>】【 】【 】【四】【、】【因】【材】【施】【教】【:】【在】【分】【层】【教】【学】【中】【给】【学】【生】【最】【适】【合】【的】【教】【育】【<】【b】【r】【>】【 】【 】【因】【:】【根】【据】【;】【材】【:】【资】【质】【;】【施】【:】【施】【加】【;】【教】【:】【教】【育】【。】【所】【谓】【因】【材】【施】【教】【,】【是】【指】【在】【教】【学】【过】【程】【中】【,】【教】【育】【者】【应】【该】【尊】【重】【和】【承】【认】【学】【生】【的】【个】【体】【差】【异】【,】【从】【实】【际】【情】【况】【出】【发】【,】【使】【教】【学】【的】【深】【度】【、】【广】【度】【、】【进】【度】【适】【合】【不】【同】【知】【识】【水】【平】【和】【接】【受】【能】【力】【的】【学】【生】【,】【使】【每】【个】【人】【的】【才】【能】【品】【行】【都】【得】【到】【发】【展】【。】【<】【b】【r】【>】【 】【 】【需】【要】【教】【师】【凭】【着】【自】【己】【的】【经】【验】【和】【智】【慧】【,】【从】【学】【生】【的】【具】【体】【实】【际】【出】【发】【,】【发】【挥】【学】【生】【的】【长】【处】【,】【弥】【补】【学】【生】【的】【不】【足】【,】【激】【发】【学】【生】【的】【兴】【趣】【,】【树】【立】【学】【生】【学】【习】【的】【信】【心】【,】【从】【而】【促】【进】【学】【生】【全】【面】【发】【展】【。】【<】【b】【r】【>】【 】【 】【兴】【趣】【是】【最】【好】【的】【老】【师】【。】【在】【我】【们】【田】【径】【训】【练】【小】【组】【中】【就】【有】【这】【样】【一】【个】【孩】【子】【,】【她】【对】【运】【动】【非】【常】【感】【兴】【趣】【,】【主】【动】【要】【求】【参】【加】【有】【苦】【又】【累】【的】【田】【径】【训】【练】【。】【除】【了】【训】【练】【时】【能】【看】【到】【她】【积】【极】【练】【习】【的】【身】【影】【,】【就】【是】【在】【课】【间】【和】【午】【间】【,】【也】【经】【常】【能】【看】【到】【她】【在】【操】【场】【上】【奔】【跑】【、】【跳】【跃】【的】【身】【影】【。】【她】【所】【参】【加】【的】【两】【个】【项】【目】【分】【别】【获】【得】【第】【一】【名】【和】【第】【三】【名】【的】【好】【成】【绩】【。】【在】【她】【身】【上】【我】【看】【到】【了】【兴】【趣】【的】【能】【量】【,】【只】【有】【对】【有】【兴】【趣】【的】【事】【物】【,】【才】【会】【有】【自】【主】【探】【索】【的】【行】【动】【,】【并】【从】【中】【获】【得】【体】【验】【,】【才】【有】【持】【续】【学】【习】【的】【动】【力】【。】【<】【b】【r】【>】【 】【 】【本】【着】【一】【切】【为】【学】【生】【服】【务】【的】【思】【想】【,】【教】【师】【在】【体】【育】【与】【健】【康】【教】【学】【中】【,】【课】【时】【和】【器】【材】【、】【场】【地】【条】【件】【许】【可】【的】【前】【提】【下】【,】【作】【为】【奖】【励】【性】【质】【,】【每】【课】【时】【预】【留】【5】【-】【1】【0】【分】【钟】【,】【让】【班】【级】【中】【的】【学】【生】【按】【自】【己】【的】【兴】【趣】【,】【自】【主】【选】【择】【练】【习】【项】【目】【(】【教】【师】【根】【据】【事】【先】【了】【解】【的】【情】【况】【,】【提】【供】【选】【择】【项】【目】【的】【器】【材】【以】【及】【场】【地】【区】【域】【的】【划】【分】【)】【;】【每】【两】【周】【安】【排】【1】【课】【时】【,】【学】【生】【可】【自】【主】【练】【习】【喜】【欢】【的】【体】【育】【项】【目】【(】【需】【要】【提】【前】【一】【课】【时】【进】【行】【项】【目】【报】【名】【,】【教】【师】【根】【据】【报】【名】【,】【提】【前】【做】【好】【场】【地】【、】【器】【材】【的】【安】【排】【)】【。】【学】【校】【方】【面】【利】【用】【每】【天】【的】【大】【课】【间】【和】【阳】【光】【活】【动】【时】【间】【,】【合】【理】【安】【排】【不】【同】【的】【体】【育】【兴】【趣】【小】【组】【,】【让】【学】【生】【根】【据】【自】【己】【的】【兴】【趣】【,】【选】【学】【自】【己】【心】【仪】【的】【项】【目】【。】【<】【b】【r】【>】【 】【 】【每】【个】【孩】【子】【都】【有】【被】【欣】【赏】【、】【肯】【定】【的】【欲】【望】【,】【教】【师】【要】【善】【于】【捕】【捉】【学】【生】【的】【闪】【光】【点】【,】【千】【方】【百】【计】【让】【闪】【光】【点】【有】【用】【武】【之】【地】【,】【为】【他】【们】【创】【造】【施】【展】【才】【能】【和】【获】【得】【承】【认】【、】【表】【扬】【的】【机】【会】【和】【平】【台】【,】【满】【足】【其】【运】【动】【天】【赋】【被】【肯】【定】【和】【自】【我】【价】【值】【实】【现】【的】【心】【理】【需】【要】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【刘】【春】【梅】【.】【《】【孔】【子】【因】【材】【施】【教】【思】【想】【探】【微】【》】【.】【河】【南】【工】【业】【大】【学】【学】【报】【,】【2】【0】【0】【6】【.】【3】【<】【b】【r】【>】【 】【 】【[】【2】【]】【杨】【伟】【蓉】【.】【《】【论】【孔】【子】【的】【素】【质】【教】【育】【思】【想】【》】【.】【广】【西】【师】【范】【学】【院】【学】【报】【,】【2】【0】【0】【6】【.】【4】【<】【b】【r】【>】【 】【 】【[】【3】【]】【范】【寅】【虎】【.】【《】【陶】【行】【知】【的】【教】【学】【思】【想】【初】【探】【》】【<】【b】【r】【>】【 】【 】【[】【4】【]】【赵】【国】【忠】【.】【《】【教】【师】【最】【需】【要】【什】【么】【—】【中】【外】【教】【育】【家】【给】【教】【师】【最】【有】【价】【值】【的】【建】【议】【》】【,】【p】【1】【8】【7】【-】【1】【8】【9】

【<】【p】【>】【我】【喜】【欢】【我】【的】【洋】【娃】【娃】【,】【希】【望】【她】【能】【永】【远】【陪】【在】【我】【身】【边】【。】【<】【/】【p】【>】温州市实验中学【<】【p】【>】【春】【天】【太】【美】【了】【,】【我】【爱】【你】【美】【丽】【的】【春】【天】【!】【<】【/】【p】【>】

【<】【p】【>】【它】【还】【像】【一】【艘】【渔】【船】【,】【带】【你】【去】【河】【里】【抓】【到】【香】【甜】【可】【口】【的】【鱼】【。】【每】【年】【春】【节】【,】【我】【们】【都】【会】【带】【着】【水】【牛】【去】【抓】【鱼】【,】【我】【们】【先】【要】【走】【三】【个】【小】【时】【到】【贡】【戛】【河】【,】【然】【后】【抓】【捕】【鲶】【鱼】【。】【鲶】【鱼】【很】【大】【,】【而】【且】【很】【好】【吃】【,】【可】【只】【有】【在】【春】【节】【的】【贡】【戛】【河】【里】【才】【有】【。】【我】【在】【河】【中】【骑】【着】【&】【l】【d】【q】【u】【o】【;】【追】【水】【&】【r】【d】【q】【u】【o】【;】【撒】【下】【了】【很】【大】【的】【网】【,】【然】【后】【和】【追】【水】【到】【网】【前】【收】【鱼】【。】【不】【到】【一】【会】【,】【我】【们】【就】【收】【获】【了】【很】【多】【鲶】【鱼】【,】【拉】【都】【拉】【不】【动】【了】【,】【我】【和】【追】【水】【可】【高】【兴】【了】【,】【阿】【色】【叔】【叔】【就】【会】【开】【着】【皮】【卡】【车】【来】【运】【鱼】【,】【这】【时】【,】【我】【和】【追】【水】【高】【高】【兴】【兴】【的】【回】【家】【了】【,】【每】【一】【次】【我】【们】【过】【年】【都】【会】【吃】【上】【很】【多】【很】【多】【的】【鲶】【鱼】【这】【真】【是】【&】【l】【d】【q】【u】【o】【;】【追】【水】【&】【r】【d】【q】【u】【o】【;】【的】【功】【劳】【呀】【!】【<】【/】【p】【>】温州市实验中学【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【教】【育】【是】【一】【门】【艺】【术】【,】【体】【育】【教】【育】【更】【是】【要】【遵】【循】【着】【学】【生】【的】【认】【知】【规】【律】【展】【开】【,】【智】【慧】【教】【育】【才】【能】【够】【给】【学】【生】【最】【好】【的】【教】【育】【,】【从】【而】【让】【每】【个】【学】【生】【爱】【上】【体】【育】【,】【提】【高】【体】【育】【素】【养】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【教】【育】【智】【慧】【;】【体】【育】【教】【学】【;】【体】【育】【素】【养】【<】【b】【r】【>】【 】【 】【当】【学】【生】【走】【进】【校】【园】【,】【无】【论】【是】【安】【静】【的】【听】【讲】【还】【是】【雀】【跃】【的】【活】【动】【,】【都】【是】【校】【园】【生】【活】【带】【给】【他】【们】【的】【无】【限】【神】【奇】【和】【无】【限】【的】【魅】【力】【。】【而】【体】【育】【课】【更】【是】【同】【学】【们】【锻】【炼】【身】【心】【、】【强】【健】【体】【魄】【的】【重】【要】【学】【科】【。】【如】【何】【提】【高】【体】【育】【课】【的】【效】【能】【,】【让】【每】【个】【孩】【子】【都】【喜】【欢】【体】【育】【,】【并】【在】【体】【育】【课】【上】【受】【益】【是】【每】【个】【体】【育】【教】【师】【的】【教】【育】【理】【想】【和】【教】【育】【追】【求】【。】【<】【b】【r】【>】【 】【 】【一】【、】【丰】【富】【教】【学】【语】【言】【情】【境】【促】【进】【学】【生】【快】【乐】【成】【长】【<】【b】【r】【>】【 】【 】【在】【很】【多】【传】【统】【的】【观】【念】【里】【认】【为】【,】【体】【育】【教】【师】【只】【要】【能】【够】【做】【好】【学】【生】【动】【作】【的】【示】【范】【即】【可】【,】【然】【后】【就】【是】【给】【学】【生】【充】【足】【的】【训】【练】【时】【间】【,】【这】【就】【是】【体】【育】【课】【。】【今】【天】【我】【们】【更】【应】【该】【反】【思】【,】【体】【育】【课】【堂】【,】【如】【果】【只】【是】【传】【授】【技】【能】【知】【识】【那】【样】【的】【课】【堂】【学】【生】【一】【定】【不】【会】【喜】【欢】【,】【体】【育】【课】【堂】【也】【是】【教】【师】【于】【学】【生】【情】【感】【交】【流】【的】【场】【所】【,】【更】【需】【要】【教】【师】【和】【学】【生】【的】【互】【动】【和】【交】【流】【,】【把】【传】【授】【教】【学】【的】【过】【程】【升】【华】【到】【一】【种】【有】【情】【感】【熏】【陶】【的】【层】【次】【方】【能】【够】【事】【半】【功】【倍】【。】【<】【b】【r】【>】【 】【 】【体】【育】【课】【不】【同】【于】【其】【他】【的】【课】【堂】【,】【对】【于】【一】【些】【不】【喜】【欢】【运】【动】【的】【孩】【子】【来】【讲】【他】【们】【会】【躲】【避】【和】【逃】【避】【,】【这】【个】【时】【候】【教】【师】【与】【他】【们】【的】【交】【流】【和】【激】【励】【就】【显】【得】【非】【常】【重】【要】【,】【我】【们】【可】【以】【设】【想】【,】【一】【个】【没】【有】【语】【言】【交】【流】【的】【体】【育】【课】【会】【是】【多】【么】【的】【乏】【味】【,】【体】【育】【教】【师】【要】【注】【意】【自】【己】【与】【学】【生】【的】【情】【感】【交】【流】【的】【,】【语】【言】【的】【、】【肢】【体】【的】【,】【要】【让】【不】【同】【层】【次】【的】【孩】【子】【在】【你】【的】【语】【言】【里】【看】【到】【激】【励】【和】【鼓】【舞】【,】【这】【样】【他】【们】【才】【能】【够】【逐】【渐】【的】【在】【体】【育】【运】【动】【上】【挑】【战】【自】【己】【,】【并】【且】【快】【乐】【的】【接】【受】【老】【师】【给】【自】【己】【提】【出】【的】【更】【高】【的】【目】【标】【,】【体】【育】【课】【堂】【跟】【应】【该】【有】【着】【丰】【富】【多】【彩】【的】【形】【式】【,】【通】【过】【教】【师】【的】【思】【考】【和】【尽】【心】【审】【计】【为】【学】【生】【提】【供】【一】【个】【舞】【台】【式】【的】【体】【育】【课】【堂】【,】【有】【一】【句】【话】【说】【得】【很】【好】【,】【认】【真】【只】【能】【完】【成】【用】【心】【才】【能】【做】【好】【,】【体】【育】【课】【,】【四】【十】【五】【分】【钟】【的】【呈】【现】【,】【更】【需】【要】【教】【师】【精】【心】【创】【设】【良】【好】【的】【学】【习】【环】【境】【,】【用】【自】【己】【的】【热】【情】【带】【动】【学】【生】【的】【学】【习】【热】【情】【,】【为】【学】【生】【的】【快】【乐】【成】【长】【搭】【建】【了】【一】【个】【较】【高】【的】【阶】【梯】【,】【学】【生】【在】【学】【习】【进】【程】【上】【得】【到】【教】【师】【的】【引】【导】【也】【快】【速】【前】【进】【,】【最】【终】【顺】【利】【培】【养】【出】【学】【生】【较】【高】【的】【体】【育】【素】【养】【和】【运】【动】【习】【惯】【。】【<】【b】【r】【>】【 】【 】【二】【、】【塑】【造】【坚】【强】【的】【意】【志】【,】【学】【会】【健】【康】【生】【活】【<】【b】【r】【>】【 】【 】【体】【育】【教】【学】【为】【学】【生】【提】【供】【了】【自】【主】【运】【动】【的】【时】【间】【和】【空】【间】【,】【使】【他】【们】【可】【以】【最】【大】【限】【度】【地】【发】【挥】【自】【己】【的】【主】【观】【能】【动】【性】【。】【对】【学】【生】【进】【行】【生】【命】【意】【识】【的】【教】【育】【,】【使】【他】【们】【具】【有】【自】【强】【、】【自】【信】【、】【自】【立】【、】【自】【护】【、】【自】【救】【、】【自】【防】【等】【多】【方】【面】【能】【力】【。】【这】【或】【许】【是】【我】【对】【体】【育】【课】【价】【值】【最】【深】【刻】【的】【理】【解】【,】【在】【体】【育】【课】【堂】【中】【,】【我】【们】【更】【应】【该】【激】【发】【孩】【子】【内】【在】【的】【潜】【能】【,】【让】【他】【们】【沿】【着】【既】【定】【的】【而】【目】【标】【去】【付】【出】【努】【力】【,】【锲】【而】【不】【舍】【并】【最】【终】【实】【现】【目】【标】【。】【<】【b】【r】【>】【 】【 】【在】【同】【学】【们】【的】【学】【习】【生】【活】【中】【,】【更】【需】【要】【的】【是】【一】【种】【坚】【持】【和】【拼】【搏】【的】【劲】【头】【,】【体】【育】【教】【师】【有】【责】【任】【和】【孩】【子】【们】【分】【享】【那】【些】【为】【了】【成】【功】【品】【比】【赛】【场】【的】【动】【人】【事】【迹】【,】【比】【如】【刘】【翔】【在】【一】【百】【米】【栏】【训】【练】【的】【锲】【而】【不】【舍】【最】【后】【赢】【得】【了】【世】【界】【冠】【军】【,】【让】【同】【学】【们】【走】【进】【体】【育】【名】【人】【,】【走】【进】【那】【些】【为】【了】【理】【想】【而】【努】【力】【奋】【斗】【的】【体】【育】【人】【,】【并】【从】【他】【们】【身】【上】【得】【到】【激】【发】【。】【如】【果】【一】【个】【学】【生】【知】【识】【有】【着】【优】【异】【的】【文】【化】【课】【成】【绩】【,】【对】【体】【育】【项】【目】【置】【之】【不】【理】【,】【那】【么】【他】【们】【及】【时】【走】【进】【了】【大】【学】【也】【难】【以】【有】【一】【个】【强】【健】【的】【体】【魄】【,】【作】【为】【体】【育】【教】【师】【,】【我】【们】【跟】【更】【应】【爱】【引】【导】【他】【们】【经】【受】【得】【起】【各】【种】【考】【,】【经】【受】【得】【起】【各】【种】【磨】【炼】【,】【这】【样】【的】【人】【生】【才】【是】【有】【着】【无】【限】【动】【力】【的】【,】【让】【体】【育】【的】【奥】【林】【匹】【克】【精】【神】【引】【领】【学】【生】【的】【成】【长】【,】【让】【他】【们】【的】【日】【常】【生】【活】【中】【注】【重】【自】【己】【的】【生】【命】【健】【康】【,】【让】【自】【己】【的】【生】【命】【绽】【放】【青】【春】【和】【光】【彩】【。】【心】【胸】【坦】【荡】【,】【体】【魄】【强】【健】【,】【健】【康】【自】【信】【的】【迎】【接】【自】【己】【生】【命】【的】【每】【一】【天】【。】【<】【b】【r】【>】【 】【 】【三】【、】【关】【注】【学】【生】【的】【个】【体】【差】【异】【,】【教】【学】【回】【归】【生】【活】【<】【b】【r】【>】【 】【 】【每】【个】【孩】【子】【由】【于】【家】【庭】【条】【件】【和】【成】【长】【环】【境】【的】【不】【同】【,】【包】【括】【父】【母】【对】【体】【育】【锻】【炼】【的】【重】【视】【程】【度】【不】【一】【,】【孩】【子】【们】【对】【体】【育】【的】【接】【受】【程】【度】【也】【完】【全】【不】【一】【样】【,】【就】【在】【教】【育】【教】【学】【中】【更】【要】【注】【意】【让】【体】【育】【课】【更】【接】【近】【孩】【子】【们】【的】【生】【活】【,】【让】【他】【们】【在】【体】【育】【训】【练】【的】【整】【齐】【性】【和】【完】【整】【性】【的】【同】【时】【,】【用】【学】【生】【能】【够】【接】【受】【的】【方】【式】【开】【展】【。】【抛】【弃】【传】【统】【教】【学】【中】【的】【灌】【输】【式】【和】【填】【鸭】【式】【,】【我】【们】【更】【应】【该】【考】【虑】【到】【孩】【子】【们】【的】【个】【体】【差】【异】【,】【让】【体】【育】【和】【他】【们】【的】【生】【活】【息】【息】【相】【关】【。】【<】【b】【r】【>】【 】【 】【如】【果】【体】【育】【课】【堂】【只】【是】【教】【师】【一】【味】【的】【传】【授】【知】【识】【,】【学】【生】【是】【否】【掌】【握】【,】【是】【否】【对】【此】【感】【兴】【趣】【,】【教】【师】【却】【全】【然】【不】【知】【。】【教】【师】【是】【学】【生】【学】【习】【中】【的】【引】【导】【者】【和】【组】【织】【者】【,】【因】【此】【,】【教】【师】【的】【真】【正】【作】【用】【在】【于】【如】【何】【引】【导】【学】【生】【去】【主】【动】【学】【习】【。】【当】【今】【的】【教】【育】【理】【念】【提】【倡】【“】【健】【康】【第】【一】【,】【以】【人】【为】【本】【”】【,】【这】【就】【需】【要】【体】【育】【教】【师】【将】【这】【样】【的】【理】【念】【贯】【彻】【到】【日】【常】【教】【学】【中】【。】【体】【育】【课】【堂】【我】【们】【就】【对】【不】【能】【一】【把】【尺】【子】【来】【衡】【量】【所】【有】【学】【生】【,】【要】【因】【材】【施】【教】【,】【为】【不】【同】【的】【学】【生】【设】【置】【不】【同】【的】【训】【练】【内】【容】【和】【评】【价】【标】【准】【,】【需】【要】【运】【用】【不】【同】【的】【教】【学】【模】【式】【,】【运】【用】【不】【同】【的】【教】【学】【手】【段】【进】【行】【教】【学】【,】【应】【结】【合】【学】【生】【们】【熟】【悉】【的】【生】【活】【情】【境】【进】【行】【生】【活】【化】【的】【体】【育】【,】【最】【大】【限】【度】【的】【激】【发】【每】【个】【孩】【子】【学】【习】【体】【育】【的】【热】【情】【,】【这】【将】【会】【使】【学】【生】【积】【极】【主】【动】【地】【参】【与】【到】【体】【育】【活】【动】【中】【来】【,】【使】【体】【育】【教】【学】【充】【满】【了】【乐】【趣】【与】【吸】【引】【力】【。】【<】【b】【r】【>】【 】【 】【四】【、】【在】【轻】【松】【的】【课】【堂】【气】【氛】【中】【让】【学】【生】【亲】【近】【体】【育】【<】【b】【r】【>】【 】【 】【孩】【子】【的】【世】【界】【与】【成】【人】【有】【着】【很】【大】【的】【区】【别】【,】【很】【多】【时】【候】【我】【们】【认】【为】【他】【们】【会】【喜】【欢】【的】【方】【式】【可】【能】【并】【不】【被】【他】【们】【接】【受】【,】【这】【就】【启】【发】【我】【们】【在】【体】【育】【教】【学】【的】【时】【候】【一】【定】【要】【注】【意】【根】【据】【孩】【子】【的】【身】【心】【发】【展】【特】【点】【来】【开】【展】【教】【学】【,】【保】【留】【他】【们】【的】【童】【真】【和】【童】【趣】【,】【这】【是】【对】【学】【生】【最】【好】【的】【吸】【引】【。】【<】【b】【r】【>】【 】【 】【很】【多】【时】【候】【要】【根】【据】【孩】【子】【的】【特】【点】【来】【进】【行】【教】【学】【,】【比】【如】【小】【学】【生】【我】【们】【就】【要】【在】【教】【学】【方】【法】【和】【教】【学】【语】【言】【上】【更】【趣】【味】【化】【,】【让】【孩】【子】【们】【的】【身】【心】【得】【到】【舒】【展】【和】【放】【松】【。】【对】【于】【初】【中】【学】【生】【来】【说】【,】【我】【们】【就】【更】【应】【该】【按】【照】【他】【们】【的】【实】【际】【需】【求】【开】【展】【体】【育】【课】【,】【比】【如】【初】【三】【的】【体】【育】【教】【学】【,】【考】【虑】【到】【学】【生】【即】【将】【走】【进】【中】【考】【的】【考】【场】【,】【要】【在】【竞】【技】【上】【加】【大】【对】【他】【们】【的】【引】【导】【,】【尤】【其】【是】【考】【试】【时】【的】【心】【理】【素】【质】【。】【总】【是】【教】【师】【要】【善】【于】【控】【制】【学】【生】【的】【心】【理】【,】【让】【我】【们】【的】【课】【堂】【教】【学】【形】【式】【多】【样】【化】【,】【<】【b】【r】【>】【 】【 】【运】【用】【教】【师】【的】【教】【育】【智】【慧】【开】【展】【教】【学】【,】【让】【紧】【张】【的】【课】【堂】【轻】【松】【愉】【悦】【。】【不】【如】【游】【戏】【就】【是】【很】【好】【的】【带】【动】【学】【生】【兴】【趣】【、】【拉】【近】【师】【生】【情】【感】【的】【纽】【带】【,】【在】【这】【个】【过】【程】【中】【学】【生】【会】【在】【自】【己】【感】【兴】【趣】【的】【游】【戏】【中】【很】【快】【进】【入】【角】【色】【,】【教】【师】【的】【合】【理】【设】【置】【会】【使】【整】【个】【课】【堂】【使】【动】【与】【静】【、】【张】【与】【弛】【、】【快】【与】【慢】【有】【机】【的】【结】【合】【,】【从】【而】【实】【现】【生】【生】【互】【动】【、】【师】【生】【互】【动】【的】【良】【好】【学】【习】【氛】【围】【。】【<】【b】【r】【>】【 】【 】【教】【育】【智】【慧】【,】【看】【似】【很】【高】【深】【莫】【测】【的】【一】【个】【词】【语】【,】【其】【实】【只】【要】【教】【师】【心】【中】【有】【学】【生】【,】【有】【每】【个】【学】【生】【的】【发】【展】【,】【并】【为】【他】【们】【未】【来】【的】【一】【生】【成】【长】【奠】【基】【,】【我】【们】【就】【会】【知】【道】【学】【生】【最】【需】【要】【的】【教】【育】【是】【什】【么】【样】【的】【,】【并】【且】【会】【用】【心】【的】【给】【予】【。】【教】【育】【是】【一】【门】【艺】【术】【,】【体】【育】【教】【育】【更】【是】【要】【遵】【循】【着】【学】【生】【的】【认】【知】【规】【律】【展】【开】【,】【智】【慧】【教】【育】【才】【能】【够】【给】【学】【生】【最】【好】【的】【教】【育】【,】【从】【而】【让】【每】【个】【学】【生】【爱】【上】【体】【育】【,】【提】【高】【体】【育】【素】【养】【。】

温州市实验中学:黑龙江节委书、节人父亲日委会主任张庆伟在节画院书法院调研

【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【标】【枪】【运】【动】【对】【于】【爆】【发】【力】【的】【要】【求】【非】【常】【严】【格】【,】【有】【效】【地】【培】【养】【学】【生】【力】【量】【水】【平】【,】【对】【于】【提】【高】【标】【枪】【成】【绩】【具】【有】【重】【要】【作】【用】【。】【但】【是】【现】【实】【训】【练】【中】【,】【很】【多】【教】【师】【往】【往】【只】【注】【重】【标】【枪】【技】【术】【动】【作】【的】【练】【习】【,】【而】【忽】【视】【了】【对】【学】【生】【的】【爆】【发】【力】【训】【练】【,】【这】【无】【疑】【加】【大】【了】【学】【习】【难】【度】【,】【也】【不】【利】【于】【标】【枪】【运】【动】【后】【备】【人】【才】【的】【培】【养】【。】【为】【了】【解】【决】【这】【些】【问】【题】【,】【本】【文】【采】【用】【对】【比】【试】【验】【教】【学】【的】【方】【法】【,】【综】【合】【众】【多】【标】【枪】【专】【家】【的】【经】【验】【,】【在】【大】【量】【的】【训】【练】【手】【段】【中】【,】【优】【选】【出】【最】【佳】【训】【练】【手】【段】【,】【并】【通】【过】【实】【验】【证】【明】【其】【方】【法】【的】【实】【用】【性】【、】【科】【学】【性】【,】【以】【迅】【速】【提】【高】【标】【枪】【运】【动】【成】【绩】【,】【为】【标】【枪】【运】【动】【员】【爆】【发】【力】【的】【训】【练】【提】【供】【理】【论】【依】【据】【和】【量】【化】【指】【标】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【标】【枪】【教】【学】【;】【爆】【发】【力】【;】【训】【练】【<】【b】【r】【>】【 】【 】【一】【、】【前】【言】【<】【b】【r】【>】【 】【 】【标】【枪】【作】【为】【田】【赛】【投】【掷】【中】【器】【械】【最】【轻】【、】【技】【术】【性】【要】【求】【非】【常】【高】【的】【项】【目】【,】【对】【于】【运】【动】【员】【的】【爆】【发】【力】【要】【求】【非】【常】【高】【。】【从】【生】【理】【学】【和】【解】【剖】【学】【角】【度】【看】【,】【青】【少】【年】【运】【动】【员】【骨】【骼】【发】【育】【是】【骨】【骼】【柔】【软】【、】【弹】【性】【大】【、】【骨】【变】【形】【,】【肌】【肉】【生】【长】【较】【有】【弹】【性】【,】【收】【缩】【和】【伸】【展】【的】【幅】【度】【较】【大】【。】【但】【由】【于】【少】【年】【时】【期】【的】【大】【肌】【肉】【肌】【群】【发】【育】【较】【早】【,】【小】【肌】【肉】【群】【发】【育】【较】【迟】【,】【因】【此】【,】【在】【训】【练】【中】【应】【以】【快】【速】【力】【量】【训】【练】【为】【主】【,】【速】【度】【力】【量】【素】【质】【是】【最】【难】【提】【高】【的】【素】【质】【之】【一】【,】【因】【为】【它】【受】【先】【天】【遗】【传】【的】【因】【素】【较】【大】【,】【但】【也】【可】【以】【通】【过】【后】【天】【来】【发】【展】【和】【提】【高】【的】【。】【<】【b】【r】【>】【 】【 】【二】【、】【标】【枪】【教】【学】【爆】【发】【力】【训】【练】【的】【方】【法】【<】【b】【r】【>】【 】【 】【(】【一】【)】【改】【进】【出】【枪】【的】【技】【术】【训】【练】【—】【—】【面】【向】【投】【掷】【方】【向】【站】【立】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【(】【原】【地】【)】【<】【b】【r】【>】【 】【 】【在】【体】【操】【器】【械】【上】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【肋】【木】【坐】【着】【,】【两】【手】【上】【举】【反】【握】【横】【木】【,】【左】【腿】【前】【伸】【,】【脚】【尖】【稍】【向】【里】【转】【,】【右】【腿】【引】【向】【胸】【前】【,】【胸】【部】【借】【左】【脚】【的】【支】【撑】【上】【挺】【。】【左】【脚】【尖】【向】【里】【转】【有】【助】【于】【在】【向】【上】【挺】【胸】【时】【左】【腿】【保】【持】【伸】【直】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【胸】【部】【向】【上】【挺】【出】【时】【,】【两】【手】【松】【横】【木】【,】【然】【后】【前】【伸】【,】【右】【脚】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【在】【低】【单】【杠】【和】【低】【双】【杠】【上】【做】【。】【<】【b】【r】【>】【 】【 】【用】【拉】【力】【器】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【拉】【力】【器】【站】【立】【,】【左】【腿】【在】【前】【,】【体】【重】【大】【部】【分】【落】【往】【右】【腿】【上】【,】【右】【手】【在】【头】【后】【握】【住】【拉】【力】【器】【,】【左】【腿】【伸】【直】【支】【撑】【,】【作】【挺】【胸】【动】【作】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【挺】【胸】【时】【松】【开】【拉】【力】【器】【,】【右】【臂】【继】【续】【向】【前】【运】【动】【,】【右】【脚】【向】【前】【均】【跳】【。】【<】【b】【r】【>】【 】【 】【用】【排】【球】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【将】【球】【在】【身】【前】【抛】【起】【,】【用】【投】【掷】【臂】【向】【下】【击】【球】【,】【同】【时】【左】【腿】【伸】【直】【支】【撑】【,】【挺】【胸】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【右】【脚】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【向】【正】【前】【方】【击】【球】【,】【同】【时】【右】【脚】【向】【前】【跨】【。】【<】【b】【r】【>】【 】【 】【(】【4】【)】【腿】【的】【动】【作】【同】【上】【,】【但】【两】【手】【从】【胸】【前】【推】【球】【(】【推】【给】【同】【伴】【)】【。】【<】【b】【r】【>】【 】【 】【(】【二】【)】【提】【高】【器】【械】【的】【牵】【引】【力】【训】【练】【<】【b】【r】【>】【 】【 】【在】【体】【操】【器】【械】【上】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【肋】【木】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【两】【臂】【侧】【平】【举】【,】【左】【手】【正】【握】【右】【手】【反】【握】【横】【木】【,】【然】【后】【用】【左】【臂】【拉】【引】【身】【体】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【面】【向】【肋】【木】【站】【立】【。】【<】【b】【r】【>】【 】【 】【用】【拉】【力】【器】【(】【橡】【皮】【筋】【的】【或】【弹】【簧】【的】【)】【、】【手】【榴】【弹】【、】【实】【心】【球】【、】【铅】【球】【和】【标】【枪】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【身】【体】【左】【侧】【向】【着】【投】【掷】【方】【向】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【右】【臂】【伸】【向】【正】【后】【方】【,】【握】【着】【拉】【力】【器】【(】【拉】【力】【器】【固】【定】【在】【几】【乎】【与】【右】【肩】【齐】【平】【的】【地】【方】【)】【。】【然】【后】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【并】【还】【原】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【用】【手】【榴】【弹】【、】【实】【心】【球】【、】【铅】【球】【、】【标】【枪】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【握】【着】【标】【枪】【的】【右】【臂】【径】【直】【后】【引】【,】【左】【手】【握】【着】【标】【枪】【头】【与】【头】【齐】【平】【。】【然】【后】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【并】【克】【服】【左】【臂】【的】【阻】【力】【。】【<】【b】【r】【>】【 】【 】【上】【面】【的】【练】【习】【也】【可】【以】【站】【在】【镜】【子】【前】【面】【完】【成】【。】【<】【b】【r】【>】【 】【 】【(】【三】【)】【改】【进】【出】【枪】【的】【技】【术】【训】【练】【—】【—】【身】【体】【左】【侧】【向】【着】【投】【掷】【方】【向】【站】【立】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【<】【b】【r】【>】【 】【 】【(】【1】【)】【身】【体】【左】【侧】【向】【着】【用】【木】【棍】【打】【击】【的】【方】【向】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【两】【手】【握】【棍】【向】【右】【伸】【,】【然】【后】【向】【悬】【挂】【在】【2】【-】【2】【.】【5】【米】【高】【的】【物】【体】【打】【击】【,】【同】【时】【身】【体】【的】【垂】【直】【线】【超】【过】【伸】【直】【的】【左】【腿】【。】【开】【始】【做】【这】【个】【练】【习】【要】【慢】【,】【然】【后】【再】【加】【快】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【只】【用】【右】【手】【握】【棍】【(】【重】【量】【较】【轻】【)】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【两】【手】【握】【球】【或】【铅】【球】【(】【2】【-】【3】【公】【斤】【)】【向】【正】【前】【方】【掷】【出】【,】【同】【时】【身】【体】【的】【垂】【直】【线】【越】【过】【伸】【直】【的】【左】【腿】【。】【这】【个】【练】【习】【开】【始】【要】【分】【节】【来】【做】【:】【先】【做】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【后】【做】【鞭】【打】【动】【作】【,】【然】【后】【再】【连】【起】【来】【作】【。】【<】【b】【r】【>】【 】【 】【(】【四】【)】【改】【进】【出】【枪】【的】【技】【术】【—】【—】【助】【跑】【两】【三】【步】【(】【没】【有】【交】【叉】【步】【)】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【面】【向】【投】【掷】【方】【向】【站】【立】【,】【左】【腿】【往】【后】【,】【两】【手】【引】【向】【头】【后】【握】【着】【拉】【力】【器】【(】【拉】【力】【器】【固】【定】【在】【与】【肩】【齐】【平】【的】【地】【方】【)】【或】【树】【枝】【。】【然】【后】【从】【第】【一】【步】【开】【始】【就】【做】【挺】【胸】【成】【“】【满】【弓】【”】【的】【预】【备】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【挺】【胸】【成】【“】【满】【弓】【”】【的】【姿】【势】【时】【,】【两】【手】【松】【开】【拉】【力】【器】【,】【并】【继】【续】【向】【前】【运】【动】【,】【右】【腿】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【在】【同】【伴】【的】【帮】【助】【下】【做】【。】【同】【伴】【站】【在】【他】【的】【身】【后】【,】【轻】【轻】【拉】【住】【他】【的】【两】【手】【,】【帮】【助】【他】【正】【确】【地】【完】【成】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【4】【)】【动】【作】【同】【上】【,】【但】【用】【一】【手】【掷】【轻】【的】【球】【、】【铅】【球】【、】【手】【榴】【弹】【、】【石】【头】【和】【标】【枪】【。】【<】【b】【r】【>】【 】【 】【在】【作】【这】【些】【练】【习】【的】【时】【候】【应】【当】【注】【意】【:】【鞭】【打】【动】【作】【是】【从】【右】【臂】【的】【积】【极】【动】【作】【开】【始】【,】【并】【在】【身】【体】【的】【垂】【直】【线】【通】【过】【左】【腿】【后】【结】【束】【。】【<】【b】【r】【>】【 】【 】【(】【五】【)】【根】【据】【学】【生】【的】【个】【人】【特】【点】【改】【进】【径】【直】【向】【后】【引】【枪】【的】【技】【术】【<】【b】【r】【>】【 】【 】【在】【解】【决】【这】【个】【任】【务】【时】【,】【必】【须】【考】【虑】【到】【引】【枪】【有】【各】【种】【各】【样】【的】【方】【法】【:】【持】【枪】【臂】【先】【径】【直】【后】【引】【,】【然】【后】【肩】【部】【向】【右】【转】【;】【肩】【部】【先】【转】【,】【然】【后】【持】【枪】【臂】【径】【直】【后】【引】【;】【持】【枪】【臂】【后】【引】【和】【转】【肩】【同】【时】【进】【行】【。】【学】【生】【应】【该】【把】【这】【三】【种】【引】【枪】【方】【法】【都】【试】【验】【一】【下】【,】【然】【后】【利】【用】【下】【列】【方】【法】【选】【择】【一】【个】【对】【自】【己】【最】【合】【适】【的】【引】【抢】【方】【式】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【在】【教】【师】【的】【帮】【助】【下】【,】【持】【枪】【臂】【向】【后】【引】【1】【—】【2】【—】【3】【—】【4】【步】【。】【这】【时】【教】【师】【站】【在】【学】【生】【的】【身】【后】【,】【握】【着】【标】【枪】【的】【末】【端】【,】【校】【正】【引】【枪】【的】【动】【作】【。】【这】【个】【动】【作】【也】【可】【以】【在】【镜】【子】【前】【面】【做】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【将】【标】【枪】【拉】【引】【4】【步】【(】【保】【持】【加】【速】【最】【后】【几】【个】【投】【掷】【步】【的】【节】【奏】【)】【,】【并】【进】【入】【投】【掷】【前】【的】【预】【备】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【加】【做】【径】【直】【向】【前】【投】【掷】【的】【动】【作】【。】【<】【b】【r】【>】【 】【 】【今】【后】【,】【学】【生】【应】【当】【改】【进】【投】【掷】【标】【枪】【的】【技】【术】【,】【为】【此】【要】【使】【用】【各】【种】【器】【械】【作】【助】【跑】【投】【掷】【,】【并】【逐】【渐】【增】【加】【助】【跑】【的】【长】【度】【,】【直】【到】【最】【合】【适】【为】【止】【。】【<】【b】【r】【>】【 】【 】【三】【、】【结】【论】【<】【b】【r】【>】【 】【 】【综】【上】【所】【述】【,】【对】【中】【学】【生】【标】【枪】【教】【学】【中】【的】【爆】【发】【力】【训】【练】【是】【非】【常】【关】【键】【的】【,】【它】【可】【以】【决】【定】【比】【赛】【的】【成】【绩】【,】【作】【为】【教】【练】【员】【,】【要】【多】【角】【度】【的】【出】【发】【,】【考】【查】【学】【生】【实】【际】【情】【况】【,】【创】【新】【教】【学】【方】【法】【和】【手】【段】【,】【提】【高】【学】【生】【的】【身】【体】【素】【质】【,】【尤】【其】【是】【爆】【发】【力】【素】【质】【,】【最】【终】【提】【高】【运】【动】【成】【绩】【,】【促】【进】【学】【生】【全】【面】【发】【展】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【霍】【兴】【华】【.】【单】【、】【双】【腿】【纵】【跳】【爆】【发】【力】【练】【习】【的】【比】【较】【研】【究】【[】【L】【]】【.】【体】【育】【与】【科】【学】【,】【2】【0】【1】【4】【(】【4】【)】【:】【9】【0】【-】【9】【2】【.】【<】【b】【r】【>】【 】【 】【[】【2】【]】【杨】【立】【春】【.】【浅】【析】【高】【校】【体】【育】【运】【动】【爆】【发】【力】【训】【练】【方】【法】【与】【研】【究】【[】【J】【]】【.】【体】【育】【科】【技】【文】【献】【通】【报】【,】【2】【0】【1】【4】【(】【1】【)】【:】【3】【3】【-】【3】【6】【.】【<】【b】【r】【>】【 】【 】【[】【3】【]】【李】【月】【,】【米】【靖】【.】【核】【心】【力】【量】【训】【练】【在】【力】【量】【训】【练】【课】【中】【安】【排】【顺】【序】【的】【研】【究】【[】【J】【]】【.】【科】【技】【资】【讯】【,】【2】【0】【1】【3】【(】【6】【)】【:】【4】【4】【-】【4】【6】【.】温州市实验中学【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【标】【枪】【运】【动】【对】【于】【爆】【发】【力】【的】【要】【求】【非】【常】【严】【格】【,】【有】【效】【地】【培】【养】【学】【生】【力】【量】【水】【平】【,】【对】【于】【提】【高】【标】【枪】【成】【绩】【具】【有】【重】【要】【作】【用】【。】【但】【是】【现】【实】【训】【练】【中】【,】【很】【多】【教】【师】【往】【往】【只】【注】【重】【标】【枪】【技】【术】【动】【作】【的】【练】【习】【,】【而】【忽】【视】【了】【对】【学】【生】【的】【爆】【发】【力】【训】【练】【,】【这】【无】【疑】【加】【大】【了】【学】【习】【难】【度】【,】【也】【不】【利】【于】【标】【枪】【运】【动】【后】【备】【人】【才】【的】【培】【养】【。】【为】【了】【解】【决】【这】【些】【问】【题】【,】【本】【文】【采】【用】【对】【比】【试】【验】【教】【学】【的】【方】【法】【,】【综】【合】【众】【多】【标】【枪】【专】【家】【的】【经】【验】【,】【在】【大】【量】【的】【训】【练】【手】【段】【中】【,】【优】【选】【出】【最】【佳】【训】【练】【手】【段】【,】【并】【通】【过】【实】【验】【证】【明】【其】【方】【法】【的】【实】【用】【性】【、】【科】【学】【性】【,】【以】【迅】【速】【提】【高】【标】【枪】【运】【动】【成】【绩】【,】【为】【标】【枪】【运】【动】【员】【爆】【发】【力】【的】【训】【练】【提】【供】【理】【论】【依】【据】【和】【量】【化】【指】【标】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【标】【枪】【教】【学】【;】【爆】【发】【力】【;】【训】【练】【<】【b】【r】【>】【 】【 】【一】【、】【前】【言】【<】【b】【r】【>】【 】【 】【标】【枪】【作】【为】【田】【赛】【投】【掷】【中】【器】【械】【最】【轻】【、】【技】【术】【性】【要】【求】【非】【常】【高】【的】【项】【目】【,】【对】【于】【运】【动】【员】【的】【爆】【发】【力】【要】【求】【非】【常】【高】【。】【从】【生】【理】【学】【和】【解】【剖】【学】【角】【度】【看】【,】【青】【少】【年】【运】【动】【员】【骨】【骼】【发】【育】【是】【骨】【骼】【柔】【软】【、】【弹】【性】【大】【、】【骨】【变】【形】【,】【肌】【肉】【生】【长】【较】【有】【弹】【性】【,】【收】【缩】【和】【伸】【展】【的】【幅】【度】【较】【大】【。】【但】【由】【于】【少】【年】【时】【期】【的】【大】【肌】【肉】【肌】【群】【发】【育】【较】【早】【,】【小】【肌】【肉】【群】【发】【育】【较】【迟】【,】【因】【此】【,】【在】【训】【练】【中】【应】【以】【快】【速】【力】【量】【训】【练】【为】【主】【,】【速】【度】【力】【量】【素】【质】【是】【最】【难】【提】【高】【的】【素】【质】【之】【一】【,】【因】【为】【它】【受】【先】【天】【遗】【传】【的】【因】【素】【较】【大】【,】【但】【也】【可】【以】【通】【过】【后】【天】【来】【发】【展】【和】【提】【高】【的】【。】【<】【b】【r】【>】【 】【 】【二】【、】【标】【枪】【教】【学】【爆】【发】【力】【训】【练】【的】【方】【法】【<】【b】【r】【>】【 】【 】【(】【一】【)】【改】【进】【出】【枪】【的】【技】【术】【训】【练】【—】【—】【面】【向】【投】【掷】【方】【向】【站】【立】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【(】【原】【地】【)】【<】【b】【r】【>】【 】【 】【在】【体】【操】【器】【械】【上】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【肋】【木】【坐】【着】【,】【两】【手】【上】【举】【反】【握】【横】【木】【,】【左】【腿】【前】【伸】【,】【脚】【尖】【稍】【向】【里】【转】【,】【右】【腿】【引】【向】【胸】【前】【,】【胸】【部】【借】【左】【脚】【的】【支】【撑】【上】【挺】【。】【左】【脚】【尖】【向】【里】【转】【有】【助】【于】【在】【向】【上】【挺】【胸】【时】【左】【腿】【保】【持】【伸】【直】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【胸】【部】【向】【上】【挺】【出】【时】【,】【两】【手】【松】【横】【木】【,】【然】【后】【前】【伸】【,】【右】【脚】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【在】【低】【单】【杠】【和】【低】【双】【杠】【上】【做】【。】【<】【b】【r】【>】【 】【 】【用】【拉】【力】【器】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【拉】【力】【器】【站】【立】【,】【左】【腿】【在】【前】【,】【体】【重】【大】【部】【分】【落】【往】【右】【腿】【上】【,】【右】【手】【在】【头】【后】【握】【住】【拉】【力】【器】【,】【左】【腿】【伸】【直】【支】【撑】【,】【作】【挺】【胸】【动】【作】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【挺】【胸】【时】【松】【开】【拉】【力】【器】【,】【右】【臂】【继】【续】【向】【前】【运】【动】【,】【右】【脚】【向】【前】【均】【跳】【。】【<】【b】【r】【>】【 】【 】【用】【排】【球】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【将】【球】【在】【身】【前】【抛】【起】【,】【用】【投】【掷】【臂】【向】【下】【击】【球】【,】【同】【时】【左】【腿】【伸】【直】【支】【撑】【,】【挺】【胸】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【右】【脚】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【向】【正】【前】【方】【击】【球】【,】【同】【时】【右】【脚】【向】【前】【跨】【。】【<】【b】【r】【>】【 】【 】【(】【4】【)】【腿】【的】【动】【作】【同】【上】【,】【但】【两】【手】【从】【胸】【前】【推】【球】【(】【推】【给】【同】【伴】【)】【。】【<】【b】【r】【>】【 】【 】【(】【二】【)】【提】【高】【器】【械】【的】【牵】【引】【力】【训】【练】【<】【b】【r】【>】【 】【 】【在】【体】【操】【器】【械】【上】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【背】【向】【肋】【木】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【两】【臂】【侧】【平】【举】【,】【左】【手】【正】【握】【右】【手】【反】【握】【横】【木】【,】【然】【后】【用】【左】【臂】【拉】【引】【身】【体】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【面】【向】【肋】【木】【站】【立】【。】【<】【b】【r】【>】【 】【 】【用】【拉】【力】【器】【(】【橡】【皮】【筋】【的】【或】【弹】【簧】【的】【)】【、】【手】【榴】【弹】【、】【实】【心】【球】【、】【铅】【球】【和】【标】【枪】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【身】【体】【左】【侧】【向】【着】【投】【掷】【方】【向】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【右】【臂】【伸】【向】【正】【后】【方】【,】【握】【着】【拉】【力】【器】【(】【拉】【力】【器】【固】【定】【在】【几】【乎】【与】【右】【肩】【齐】【平】【的】【地】【方】【)】【。】【然】【后】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【并】【还】【原】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【用】【手】【榴】【弹】【、】【实】【心】【球】【、】【铅】【球】【、】【标】【枪】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【握】【着】【标】【枪】【的】【右】【臂】【径】【直】【后】【引】【,】【左】【手】【握】【着】【标】【枪】【头】【与】【头】【齐】【平】【。】【然】【后】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【并】【克】【服】【左】【臂】【的】【阻】【力】【。】【<】【b】【r】【>】【 】【 】【上】【面】【的】【练】【习】【也】【可】【以】【站】【在】【镜】【子】【前】【面】【完】【成】【。】【<】【b】【r】【>】【 】【 】【(】【三】【)】【改】【进】【出】【枪】【的】【技】【术】【训】【练】【—】【—】【身】【体】【左】【侧】【向】【着】【投】【掷】【方】【向】【站】【立】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【<】【b】【r】【>】【 】【 】【(】【1】【)】【身】【体】【左】【侧】【向】【着】【用】【木】【棍】【打】【击】【的】【方】【向】【站】【立】【,】【体】【重】【大】【部】【分】【落】【在】【右】【腿】【上】【,】【两】【手】【握】【棍】【向】【右】【伸】【,】【然】【后】【向】【悬】【挂】【在】【2】【-】【2】【.】【5】【米】【高】【的】【物】【体】【打】【击】【,】【同】【时】【身】【体】【的】【垂】【直】【线】【超】【过】【伸】【直】【的】【左】【腿】【。】【开】【始】【做】【这】【个】【练】【习】【要】【慢】【,】【然】【后】【再】【加】【快】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【只】【用】【右】【手】【握】【棍】【(】【重】【量】【较】【轻】【)】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【两】【手】【握】【球】【或】【铅】【球】【(】【2】【-】【3】【公】【斤】【)】【向】【正】【前】【方】【掷】【出】【,】【同】【时】【身】【体】【的】【垂】【直】【线】【越】【过】【伸】【直】【的】【左】【腿】【。】【这】【个】【练】【习】【开】【始】【要】【分】【节】【来】【做】【:】【先】【做】【挺】【胸】【成】【“】【满】【弓】【”】【姿】【势】【,】【后】【做】【鞭】【打】【动】【作】【,】【然】【后】【再】【连】【起】【来】【作】【。】【<】【b】【r】【>】【 】【 】【(】【四】【)】【改】【进】【出】【枪】【的】【技】【术】【—】【—】【助】【跑】【两】【三】【步】【(】【没】【有】【交】【叉】【步】【)】【,】【并】【在】【通】【过】【身】【体】【的】【垂】【直】【线】【后】【掷】【出】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【面】【向】【投】【掷】【方】【向】【站】【立】【,】【左】【腿】【往】【后】【,】【两】【手】【引】【向】【头】【后】【握】【着】【拉】【力】【器】【(】【拉】【力】【器】【固】【定】【在】【与】【肩】【齐】【平】【的】【地】【方】【)】【或】【树】【枝】【。】【然】【后】【从】【第】【一】【步】【开】【始】【就】【做】【挺】【胸】【成】【“】【满】【弓】【”】【的】【预】【备】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【动】【作】【同】【上】【,】【但】【在】【挺】【胸】【成】【“】【满】【弓】【”】【的】【姿】【势】【时】【,】【两】【手】【松】【开】【拉】【力】【器】【,】【并】【继】【续】【向】【前】【运】【动】【,】【右】【腿】【向】【前】【跨】【跳】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【在】【同】【伴】【的】【帮】【助】【下】【做】【。】【同】【伴】【站】【在】【他】【的】【身】【后】【,】【轻】【轻】【拉】【住】【他】【的】【两】【手】【,】【帮】【助】【他】【正】【确】【地】【完】【成】【练】【习】【。】【<】【b】【r】【>】【 】【 】【(】【4】【)】【动】【作】【同】【上】【,】【但】【用】【一】【手】【掷】【轻】【的】【球】【、】【铅】【球】【、】【手】【榴】【弹】【、】【石】【头】【和】【标】【枪】【。】【<】【b】【r】【>】【 】【 】【在】【作】【这】【些】【练】【习】【的】【时】【候】【应】【当】【注】【意】【:】【鞭】【打】【动】【作】【是】【从】【右】【臂】【的】【积】【极】【动】【作】【开】【始】【,】【并】【在】【身】【体】【的】【垂】【直】【线】【通】【过】【左】【腿】【后】【结】【束】【。】【<】【b】【r】【>】【 】【 】【(】【五】【)】【根】【据】【学】【生】【的】【个】【人】【特】【点】【改】【进】【径】【直】【向】【后】【引】【枪】【的】【技】【术】【<】【b】【r】【>】【 】【 】【在】【解】【决】【这】【个】【任】【务】【时】【,】【必】【须】【考】【虑】【到】【引】【枪】【有】【各】【种】【各】【样】【的】【方】【法】【:】【持】【枪】【臂】【先】【径】【直】【后】【引】【,】【然】【后】【肩】【部】【向】【右】【转】【;】【肩】【部】【先】【转】【,】【然】【后】【持】【枪】【臂】【径】【直】【后】【引】【;】【持】【枪】【臂】【后】【引】【和】【转】【肩】【同】【时】【进】【行】【。】【学】【生】【应】【该】【把】【这】【三】【种】【引】【枪】【方】【法】【都】【试】【验】【一】【下】【,】【然】【后】【利】【用】【下】【列】【方】【法】【选】【择】【一】【个】【对】【自】【己】【最】【合】【适】【的】【引】【抢】【方】【式】【。】【<】【b】【r】【>】【 】【 】【(】【1】【)】【在】【教】【师】【的】【帮】【助】【下】【,】【持】【枪】【臂】【向】【后】【引】【1】【—】【2】【—】【3】【—】【4】【步】【。】【这】【时】【教】【师】【站】【在】【学】【生】【的】【身】【后】【,】【握】【着】【标】【枪】【的】【末】【端】【,】【校】【正】【引】【枪】【的】【动】【作】【。】【这】【个】【动】【作】【也】【可】【以】【在】【镜】【子】【前】【面】【做】【。】【<】【b】【r】【>】【 】【 】【(】【2】【)】【将】【标】【枪】【拉】【引】【4】【步】【(】【保】【持】【加】【速】【最】【后】【几】【个】【投】【掷】【步】【的】【节】【奏】【)】【,】【并】【进】【入】【投】【掷】【前】【的】【预】【备】【姿】【势】【。】【<】【b】【r】【>】【 】【 】【(】【3】【)】【动】【作】【同】【上】【,】【但】【加】【做】【径】【直】【向】【前】【投】【掷】【的】【动】【作】【。】【<】【b】【r】【>】【 】【 】【今】【后】【,】【学】【生】【应】【当】【改】【进】【投】【掷】【标】【枪】【的】【技】【术】【,】【为】【此】【要】【使】【用】【各】【种】【器】【械】【作】【助】【跑】【投】【掷】【,】【并】【逐】【渐】【增】【加】【助】【跑】【的】【长】【度】【,】【直】【到】【最】【合】【适】【为】【止】【。】【<】【b】【r】【>】【 】【 】【三】【、】【结】【论】【<】【b】【r】【>】【 】【 】【综】【上】【所】【述】【,】【对】【中】【学】【生】【标】【枪】【教】【学】【中】【的】【爆】【发】【力】【训】【练】【是】【非】【常】【关】【键】【的】【,】【它】【可】【以】【决】【定】【比】【赛】【的】【成】【绩】【,】【作】【为】【教】【练】【员】【,】【要】【多】【角】【度】【的】【出】【发】【,】【考】【查】【学】【生】【实】【际】【情】【况】【,】【创】【新】【教】【学】【方】【法】【和】【手】【段】【,】【提】【高】【学】【生】【的】【身】【体】【素】【质】【,】【尤】【其】【是】【爆】【发】【力】【素】【质】【,】【最】【终】【提】【高】【运】【动】【成】【绩】【,】【促】【进】【学】【生】【全】【面】【发】【展】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【霍】【兴】【华】【.】【单】【、】【双】【腿】【纵】【跳】【爆】【发】【力】【练】【习】【的】【比】【较】【研】【究】【[】【L】【]】【.】【体】【育】【与】【科】【学】【,】【2】【0】【1】【4】【(】【4】【)】【:】【9】【0】【-】【9】【2】【.】【<】【b】【r】【>】【 】【 】【[】【2】【]】【杨】【立】【春】【.】【浅】【析】【高】【校】【体】【育】【运】【动】【爆】【发】【力】【训】【练】【方】【法】【与】【研】【究】【[】【J】【]】【.】【体】【育】【科】【技】【文】【献】【通】【报】【,】【2】【0】【1】【4】【(】【1】【)】【:】【3】【3】【-】【3】【6】【.】【<】【b】【r】【>】【 】【 】【[】【3】【]】【李】【月】【,】【米】【靖】【.】【核】【心】【力】【量】【训】【练】【在】【力】【量】【训】【练】【课】【中】【安】【排】【顺】【序】【的】【研】【究】【[】【J】【]】【.】【科】【技】【资】【讯】【,】【2】【0】【1】【3】【(】【6】【)】【:】【4】【4】【-】【4】【6】【.】

【<】【p】【>】【事】【情】【发】【生】【在】【朝】【鲜】【平】【安】【南】【道】【成】【川】【郡】【的】【一】【个】【小】【山】【村】【里】【。】【那】【是】【一】【个】【寒】【冷】【的】【冬】【天】【,】【刺】【骨】【的】【北】【风】【呼】【呼】【的】【刮】【着】【,】【鹅】【毛】【般】【的】【雪】【花】【从】【天】【际】【降】【下】【,】【落】【在】【房】【顶】【上】【,】【落】【在】【屋】【檐】【上】【,】【还】【落】【在】【玩】【耍】【的】【孩】【子】【身】【上】【。】【村】【里】【的】【一】【条】【小】【河】【也】【经】【不】【住】【寒】【冷】【的】【考】【验】【,】【被】【剑】【一】【般】【利】【、】【石】【块】【一】【般】【硬】【的】【冰】【冻】【住】【了】【。】【这】【个】【消】【息】【传】【遍】【了】【全】【村】【,】【可】【爱】【的】【孩】【子】【们】【也】【都】【不】【约】【而】【同】【的】【来】【到】【河】【边】【玩】【耍】【。】【这】【时】【,】【有】【几】【个】【调】【皮】【的】【男】【孩】【跑】【到】【了】【冰】【面】【上】【滑】【冰】【。】【可】【是】【,】【这】【冰】【不】【结】【实】【,】【只】【有】【薄】【薄】【的】【一】【层】【,】【怎】【没】【经】【得】【住】【几】【个】【男】【孩】【加】【在】【一】【起】【1】【5】【0】【千】【克】【的】【体】【重】【呢】【?】【可】【那】【几】【个】【男】【孩】【并】【没】【有】【意】【识】【到】【,】【冰】【面】【已】【经】【有】【了】【裂】【纹】【。】【他】【们】【仍】【旧】【在】【冰】【面】【上】【蹦】【蹦】【跳】【跳】【。】【这】【时】【,】【只】【听】【到】【&】【l】【d】【q】【u】【o】【;】【咔】【嚓】【&】【r】【d】【q】【u】【o】【;】【一】【声】【巨】【响】【,】【冰】【面】【上】【立】【刻】【出】【现】【了】【几】【个】【大】【窟】【窿】【,】【紧】【接】【着】【那】【几】【个】【男】【孩】【的】【呼】【救】【声】【就】【在】【周】【围】【传】【遍】【,】【村】【里】【的】【一】【些】【<】【u】【>】【作】【文】【h】【t】【t】【p】【:】【/】【/】【w】【w】【w】【.】【z】【u】【o】【w】【e】【n】【8】【.】【c】【o】【m】【<】【/】【u】【>】【村】【民】【听】【到】【了】【,】【赶】【紧】【过】【来】【救】【人】【。】【这】【时】【,】【罗】【盛】【教】【正】【好】【来】【到】【河】【边】【搭】【衣】【服】【,】【听】【到】【了】【孩】【子】【的】【呼】【救】【声】【,】【他】【冲】【到】【河】【边】【,】【脱】【下】【棉】【袄】【,】【跳】【下】【河】【去】【。】【那】【是】【隆】【冬】【的】【季】【节】【呀】【!】【穿】【着】【棉】【袄】【手】【和】【脸】【都】【会】【冻】【得】【发】【紫】【,】【更】【何】【况】【呆】【在】【冰】【冷】【的】【水】【中】【。】【他】【顾】【不】【上】【这】【些】【,】【用】【手】【在】【水】【中】【一】【点】【一】【点】【地】【摸】【索】【。】【他】【开】【始】【发】【抖】【,】【他】【的】【手】【脚】【开】【始】【麻】【木】【,】【他】【的】【呼】【吸】【开】【始】【紧】【促】【,】【他】【的】【体】【力】【开】【始】【耗】【尽】【,】【他】【顾】【不】【上】【呀】【!】【&】【l】【d】【q】【u】【o】【;】【把】【孩】【子】【救】【上】【岸】【,】【这】【是】【我】【的】【使】【命】【&】【r】【d】【q】【u】【o】【;】【,】【这】【个】【唯】【一】【的】【念】【头】【在】【他】【脑】【海】【萦】【绕】【。】【孩】【子】【被】【推】【上】【来】【了】【!】【该】【死】【的】【冰】【面】【又】【断】【裂】【了】【&】【h】【e】【l】【l】【i】【p】【;】【&】【h】【e】【l】【l】【i】【p】【;】【他】【的】【体】【力】【耗】【尽】【了】【&】【h】【e】【l】【l】【i】【p】【;】【&】【h】【e】【l】【l】【i】【p】【;】【奇】【迹】【出】【现】【了】【!】【孩】【子】【一】【点】【一】【点】【的】【浮】【出】【冰】【面】【,】【是】【他】【用】【自】【己】【的】【头】【将】【孩】【子】【顶】【出】【水】【面】【呀】【!】【孩】【子】【安】【全】【了】【,】【可】【是】【英】【雄】【却】【永】【远】【长】【眠】【在】【水】【底】【!】【<】【/】【p】【>】温州市实验中学【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【初】【中】【阶】【段】【是】【学】【生】【世】【界】【观】【、】【人】【生】【观】【与】【价】【值】【观】【形】【成】【的】【重】【要】【时】【期】【,】【而】【语】【文】【教】【学】【对】【于】【学】【生】【思】【想】【及】【观】【念】【的】【塑】【造】【与】【培】【养】【极】【为】【重】【要】【。】【在】【语】【文】【课】【堂】【教】【学】【中】【,】【有】【效】【的】【评】【价】【语】【言】【的】【运】【用】【,】【影】【响】【着】【教】【学】【的】【质】【量】【与】【效】【率】【,】【并】【与】【学】【生】【全】【面】【人】【格】【的】【塑】【造】【及】【综】【合】【素】【质】【的】【提】【高】【息】【息】【相】【关】【。】【基】【于】【此】【,】【初】【中】【学】【校】【及】【语】【文】【教】【师】【需】【要】【提】【高】【重】【视】【,】【明】【确】【课】【堂】【评】【价】【语】【言】【对】【初】【中】【学】【生】【的】【积】【极】【影】【响】【,】【并】【积】【极】【采】【取】【有】【效】【措】【施】【提】【高】【评】【价】【语】【言】【的】【有】【效】【性】【,】【进】【而】【为】【综】【合】【型】【人】【才】【的】【培】【养】【打】【下】【坚】【实】【的】【基】【础】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【语】【文】【课】【堂】【;】【评】【价】【语】【言】【;】【初】【中】【学】【生】【;】【影】【响】【;】【有】【效】【性】【<】【b】【r】【>】【 】【 】【作】【为】【语】【文】【课】【堂】【教】【学】【的】【重】【要】【组】【成】【部】【分】【,】【语】【文】【课】【堂】【评】【价】【是】【教】【师】【调】【控】【课】【堂】【教】【学】【的】【有】【效】【手】【段】【,】【有】【效】【的】【课】【堂】【评】【价】【语】【言】【,】【可】【以】【创】【设】【良】【好】【的】【教】【学】【氛】【围】【,】【促】【使】【师】【生】【、】【生】【生】【之】【间】【的】【交】【流】【,】【并】【可】【以】【激】【发】【学】【生】【的】【学】【习】【兴】【趣】【、】【提】【高】【教】【学】【质】【量】【与】【效】【率】【。】【这】【就】【要】【求】【初】【中】【语】【文】【教】【师】【充】【分】【运】【用】【语】【文】【这】【一】【学】【科】【所】【包】【含】【的】【语】【言】【艺】【术】【,】【经】【常】【性】【地】【对】【学】【生】【进】【行】【评】【价】【和】【鼓】【励】【,】【在】【提】【高】【教】【学】【效】【果】【的】【同】【时】【,】【全】【面】【性】【地】【提】【升】【学】【生】【的】【内】【在】【修】【养】【。】【<】【b】【r】【>】【 】【 】【一】【、】【语】【文】【课】【堂】【评】【价】【语】【言】【对】【初】【中】【学】【生】【的】【影】【响】【<】【b】【r】【>】【 】【 】【1】【.】【活】【跃】【课】【堂】【教】【学】【氛】【围】【<】【b】【r】【>】【 】【 】【在】【初】【中】【语】【文】【教】【学】【过】【程】【中】【,】【教】【师】【充】【分】【运】【用】【有】【效】【的】【评】【价】【语】【言】【,】【有】【助】【于】【课】【堂】【教】【学】【氛】【围】【的】【活】【跃】【。】【例】【如】【,】【在】【课】【堂】【教】【学】【过】【程】【中】【,】【教】【师】【可】【以】【请】【三】【个】【同】【学】【朗】【诵】【课】【文】【,】【并】【分】【别】【给】【予】【“】【读】【得】【真】【流】【利】【”】【、】【“】【这】【一】【次】【有】【进】【步】【”】【、】【“】【精】【神】【状】【态】【饱】【满】【些】【,】【你】【会】【读】【得】【更】【好】【”】【等】【评】【价】【。】【这】【些】【评】【价】【会】【使】【学】【生】【如】【沐】【春】【风】【,】【从】【而】【激】【发】【学】【生】【的】【学】【习】【积】【极】【性】【、】【活】【跃】【了】【课】【堂】【氛】【围】【,】【为】【整】【堂】【课】【的】【顺】【利】【进】【行】【打】【下】【了】【坚】【实】【的】【基】【础】【。】【<】【b】【r】【>】【 】【 】【2】【.】【提】【高】【学】【生】【的】【自】【信】【心】【<】【b】【r】【>】【 】【 】【初】【中】【语】【文】【教】【师】【在】【课】【堂】【教】【学】【中】【充】【分】【运】【用】【激】【励】【性】【的】【评】【价】【语】【言】【,】【在】【学】【生】【表】【现】【进】【步】【或】【者】【消】【极】【时】【,】【均】【可】【以】【运】【用】【激】【励】【性】【、】【肯】【定】【性】【的】【用】【语】【,】【如】【此】【可】【以】【刺】【激】【学】【生】【的】【学】【习】【情】【绪】【,】【使】【其】【产】【生】【强】【大】【的】【内】【在】【驱】【动】【力】【。】【而】【长】【时】【间】【的】【接】【受】【肯】【定】【性】【用】【语】【,】【学】【生】【会】【潜】【移】【默】【化】【的】【变】【得】【自】【信】【,】【使】【学】【生】【在】【遭】【遇】【困】【难】【或】【者】【学】【习】【动】【力】【不】【足】【时】【,】【及】【时】【调】【整】【情】【绪】【,】【鼓】【足】【劲】【头】【继】【续】【学】【习】【。】【<】【b】【r】【>】【 】【 】【3】【.】【提】【高】【教】【学】【的】【针】【对】【性】【<】【b】【r】【>】【 】【 】【苏】【霍】【姆】【林】【斯】【基】【说】【过】【:】【“】【在】【人】【的】【心】【底】【深】【处】【都】【有】【一】【种】【根】【深】【蒂】【固】【的】【需】【求】【,】【这】【就】【是】【希】【望】【自】【己】【是】【一】【个】【发】【现】【者】【、】【研】【究】【者】【、】【探】【索】【者】【。】【”】【语】【文】【教】【师】【需】【要】【关】【注】【每】【一】【位】【学】【生】【,】【给】【予】【学】【生】【带】【有】【针】【对】【性】【的】【评】【价】【,】【依】【据】【学】【生】【的】【自】【身】【特】【点】【挖】【掘】【学】【生】【的】【潜】【力】【。】【例】【如】【,】【在】【《】【世】【说】【新】【语】【》】【两】【则】【的】【教】【学】【过】【程】【中】【,】【教】【师】【安】【排】【学】【生】【分】【别】【扮】【演】【谢】【太】【傅】【、】【谢】【朗】【与】【谢】【道】【韫】【三】【人】【,】【并】【作】【出】【“】【读】【得】【很】【精】【彩】【,】【但】【注】【入】【更】【多】【感】【情】【就】【完】【美】【了】【”】【、】【“】【读】【得】【很】【有】【激】【情】【,】【如】【果】【语】【调】【变】【化】【再】【丰】【富】【些】【效】【果】【会】【更】【好】【”】【等】【评】【价】【,】【从】【而】【使】【不】【同】【的】【学】【生】【得】【到】【并】【接】【受】【针】【对】【性】【的】【指】【导】【。】【<】【b】【r】【>】【 】【 】【二】【、】【提】【高】【语】【文】【课】【堂】【评】【价】【语】【言】【有】【效】【性】【的】【措】【施】【与】【对】【策】【<】【b】【r】【>】【 】【 】【1】【.】【提】【高】【语】【文】【教】【师】【课】【堂】【评】【价】【语】【言】【的】【理】【论】【素】【养】【<】【b】【r】【>】【 】【 】【初】【中】【语】【文】【教】【师】【需】【要】【在】【充】【分】【掌】【握】【教】【学】【方】【法】【与】【教】【材】【内】【容】【的】【基】【础】【上】【,】【注】【重】【课】【堂】【评】【价】【语】【言】【的】【相】【关】【理】【论】【学】【习】【。】【首】【先】【需】【要】【提】【高】【自】【身】【语】【言】【运】【用】【能】【力】【,】【尽】【可】【能】【增】【强】【讲】【话】【的】【简】【洁】【性】【、】【丰】【富】【性】【与】【生】【动】【性】【,】【并】【针】【对】【初】【中】【学】【生】【的】【特】【点】【进】【行】【具】【体】【的】【训】【练】【。】【其】【次】【,】【教】【师】【需】【要】【主】【要】【向】【名】【师】【学】【习】【,】【名】【师】【的】【课】【堂】【评】【价】【语】【言】【是】【经】【过】【千】【锤】【百】【炼】【的】【,】【对】【其】【进】【行】【充】【分】【借】【鉴】【,】【并】【结】【合】【具】【体】【的】【课】【程】【教】【学】【灵】【活】【运】【用】【,】【是】【提】【高】【评】【价】【语】【言】【有】【效】【性】【的】【捷】【径】【。】【此】【外】【,】【初】【中】【语】【文】【教】【师】【之】【间】【需】【要】【增】【加】【沟】【通】【与】【交】【流】【,】【相】【互】【借】【鉴】【、】【学】【习】【,】【并】【做】【到】【取】【其】【精】【华】【去】【其】【糟】【粕】【,】【如】【此】【可】【以】【有】【效】【提】【高】【语】【文】【课】【堂】【评】【价】【语】【言】【的】【应】【用】【效】【果】【。】【<】【b】【r】【>】【 】【 】【2】【.】【丰】【富】【语】【文】【课】【堂】【评】【价】【语】【言】【的】【艺】【术】【性】【<】【b】【r】【>】【 】【 】【富】【有】【诗】【意】【、】【丰】【富】【多】【彩】【的】【评】【价】【语】【言】【不】【仅】【可】【以】【唤】【醒】【学】【生】【的】【求】【知】【欲】【,】【更】【能】【使】【学】【生】【在】【妙】【语】【连】【珠】【的】【评】【价】【中】【受】【到】【熏】【陶】【与】【感】【染】【,】【达】【到】【“】【亲】【其】【师】【,】【信】【其】【道】【”】【的】【效】【果】【。】【评】【价】【语】【言】【是】【一】【门】【艺】【术】【,】【根】【植】【于】【深】【厚】【的】【教】【学】【功】【底】【与】【良】【好】【的】【口】【语】【素】【养】【,】【因】【此】【初】【中】【语】【文】【教】【师】【需】【要】【以】【艺】【术】【化】【的】【态】【度】【与】【指】【导】【学】【生】【的】【语】【文】【学】【习】【,】【营】【造】【课】【堂】【教】【学】【评】【价】【的】【美】【学】【韵】【味】【。】【同】【时】【,】【语】【文】【课】【堂】【评】【价】【语】【言】【不】【仅】【局】【限】【于】【有】【声】【语】【言】【,】【肢】【体】【语】【言】【、】【表】【情】【语】【言】【等】【更】【是】【具】【有】【魅】【力】【,】【可】【以】【瞬】【间】【激】【发】【学】【生】【的】【学】【习】【积】【极】【性】【与】【能】【动】【性】【。】【对】【此】【,】【初】【中】【语】【文】【教】【师】【需】【要】【不】【断】【反】【思】【、】【总】【结】【,】【丰】【富】【评】【价】【语】【言】【的】【艺】【术】【性】【,】【以】【充】【分】【发】【挥】【语】【文】【课】【堂】【评】【价】【语】【言】【的】【功】【能】【与】【作】【用】【。】【<】【b】【r】【>】【 】【 】【3】【.】【课】【堂】【前】【做】【好】【充】【分】【准】【备】【<】【b】【r】【>】【 】【 】【初】【中】【语】【文】【教】【师】【在】【备】【课】【的】【过】【程】【中】【,】【对】【评】【价】【语】【言】【的】【设】【计】【需】【要】【像】【相】【声】【与】【小】【品】【的】【编】【剧】【一】【样】【,】【在】【整】【个】【过】【程】【中】【埋】【下】【多】【个】【“】【包】【袱】【”】【,】【以】【达】【到】【画】【龙】【点】【睛】【的】【效】【果】【。】【因】【此】【,】【在】【课】【堂】【设】【计】【时】【,】【教】【师】【需】【要】【以】【教】【学】【内】【容】【为】【中】【心】【,】【针】【对】【学】【生】【的】【实】【际】【水】【平】【及】【教】【学】【过】【程】【中】【可】【能】【出】【现】【的】【问】【题】【及】【表】【现】【,】【在】【适】【当】【的】【时】【候】【加】【入】【评】【价】【语】【言】【,】【如】【此】【可】【以】【做】【到】【胸】【有】【成】【竹】【,】【对】【评】【价】【语】【言】【运】【用】【地】【得】【心】【应】【手】【、】【游】【刃】【有】【余】【。】【<】【b】【r】【>】【 】【 】【4】【.】【敢】【于】【做】【到】【指】【正】【、】【批】【评】【<】【b】【r】【>】【 】【 】【语】【文】【课】【堂】【评】【价】【语】【言】【的】【运】【用】【既】【要】【鼓】【励】【、】【激】【励】【学】【生】【,】【同】【时】【又】【不】【能】【偏】【离】【评】【价】【语】【言】【运】【用】【的】【最】【终】【目】【的】【。】【当】【学】【生】【在】【课】【堂】【中】【出】【现】【有】【所】【偏】【差】【的】【见】【解】【与】【表】【现】【时】【,】【教】【师】【需】【要】【及】【时】【作】【出】【指】【正】【与】【批】【评】【,】【当】【学】【生】【的】【见】【解】【不】【够】【完】【整】【时】【,】【教】【师】【需】【要】【不】【厌】【其】【烦】【地】【加】【以】【点】【拨】【,】【当】【学】【生】【的】【见】【解】【出】【现】【错】【误】【时】【,】【教】【师】【需】【要】【不】【加】【袒】【护】【地】【加】【以】【引】【导】【。】【然】【而】【需】【要】【注】【意】【的】【是】【,】【说】【话】【的】【语】【气】【与】【内】【容】【需】【要】【尽】【可】【能】【的】【易】【于】【学】【生】【接】【受】【,】【如】【此】【可】【以】【有】【效】【提】【高】【评】【价】【语】【言】【的】【应】【用】【效】【果】【。】【<】【b】【r】【>】【 】【 】【三】【、】【结】【论】【<】【b】【r】【>】【 】【 】【作】【为】【初】【中】【语】【文】【课】【程】【教】【学】【的】【重】【要】【内】【容】【,】【教】【师】【的】【评】【价】【语】【言】【对】【学】【生】【课】【堂】【的】【学】【习】【效】【果】【具】【有】【极】【大】【的】【促】【进】【作】【用】【,】【同】【时】【也】【是】【提】【高】【课】【堂】【教】【学】【质】【量】【、】【促】【进】【学】【生】【全】【面】【发】【展】【的】【重】【要】【手】【段】【,】【其】【重】【要】【性】【不】【言】【而】【喻】【。】【在】【初】【中】【语】【文】【课】【堂】【教】【学】【过】【程】【中】【,】【语】【文】【教】【师】【需】【要】【针】【对】【性】【的】【运】【用】【评】【价】【语】【言】【,】【以】【增】【强】【学】【生】【的】【自】【信】【,】【并】【活】【跃】【课】【堂】【气】【氛】【,】【使】【学】【生】【在】【宽】【松】【、】【愉】【悦】【的】【环】【境】【中】【享】【受】【到】【成】【功】【的】【喜】【悦】【,】【感】【受】【到】【语】【文】【学】【习】【的】【快】【乐】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【艾】【海】【提】【·】【亚】【库】【甫】【.】【信】【息】【技】【术】【的】【有】【效】【使】【用】【让】【高】【中】【语】【文】【课】【堂】【教】【学】【更】【精】【彩】【[】【J】【]】【.】【赤】【子】【(】【上】【中】【旬】【)】【,】【2】【0】【1】【5】【,】【1】【4】【:】【2】【6】【9】【.】【<】【b】【r】【>】【 】【 】【[】【2】【]】【刘】【志】【伟】【.】【“】【活】【”】【字】【当】【头】【,】【精】【彩】【无】【限】【—】【—】【浅】【谈】【语】【文】【课】【堂】【的】【“】【活】【”】【[】【J】【]】【.】【科】【技】【资】【讯】【,】【2】【0】【1】【4】【,】【2】【8】【:】【1】【7】【4】【-】【1】【7】【5】【.】【<】【b】【r】【>】【 】【 】【[】【3】【]】【黄】【国】【栋】【.】【把】【握】【分】【寸】【 】【讲】【究】【方】【法】【—】【—】【对】【初】【中】【语】【文】【课】【堂】【教】【学】【评】【价】【语】【言】【的】【剖】【析】【[】【J】【]】【.】【语】【文】【天】【地】【,】【2】【0】【1】【4】【,】【0】【8】【:】【2】【8】【-】【2】【9】【.】

温州市实验中学:TUVSUD为哈哈尔滨汽轮机厂发表汽轮机CE认证证明

【<】【i】【m】【g】【 】【s】【r】【c】【=】【"】【h】【t】【t】【p】【:】【/】【/】【i】【m】【g】【1】【.】【q】【i】【k】【a】【n】【.】【c】【o】【m】【.】【c】【n】【/】【q】【k】【i】【m】【a】【g】【e】【s】【/】【y】【x】【z】【w】【/】【y】【x】【z】【w】【2】【0】【1】【5】【1】【0】【/】【y】【x】【z】【w】【2】【0】【1】【5】【1】【0】【5】【4】【-】【1】【-】【l】【.】【j】【p】【g】【"】【 】【a】【l】【t】【=】【"】【h】【t】【t】【p】【:】【/】【/】【i】【m】【g】【1】【.】【q】【i】【k】【a】【n】【.】【c】【o】【m】【.】【c】【n】【/】【q】【k】【i】【m】【a】【g】【e】【s】【/】【y】【x】【z】【w】【/】【y】【x】【z】【w】【2】【0】【1】【5】【1】【0】【/】【y】【x】【z】【w】【2】【0】【1】【5】【1】【0】【5】【4】【-】【1】【-】【l】【.】【j】【p】【g】【"】【 】【/】【>】【 】【 】【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【大】【学】【生】【作】【为】【国】【家】【发】【展】【的】【核】【心】【群】【体】【,】【其】【自】【我】【安】【全】【问】【题】【对】【于】【整】【个】【国】【家】【来】【说】【显】【得】【尤】【为】【重】【要】【。】【目】【前】【我】【国】【高】【等】【学】【校】【的】【安】【全】【教】【育】【还】【未】【受】【到】【足】【够】【的】【重】【视】【,】【导】【致】【一】【部】【分】【大】【学】【生】【在】【遇】【到】【具】【体】【的】【安】【全】【问】【题】【时】【因】【社】【会】【阅】【历】【简】【单】【、】【缺】【乏】【处】【世】【经】【验】【、】【警】【惕】【心】【弱】【等】【原】【因】【而】【束】【手】【无】【策】【,】【并】【造】【成】【不】【必】【要】【的】【人】【身】【伤】【害】【和】【财】【产】【损】【失】【。】【本】【文】【通】【过】【问】【卷】【调】【查】【分】【析】【了】【大】【学】【生】【在】【自】【我】【安】【全】【意】【识】【方】【面】【存】【在】【的】【主】【要】【问】【题】【,】【并】【以】【此】【展】【开】【讨】【论】【提】【出】【相】【应】【的】【对】【策】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【大】【学】【生】【;】【安】【全】【意】【识】【;】【安】【全】【教】【育】【<】【b】【r】【>】【 】【 】【随】【着】【中】【国】【教】【育】【的】【快】【速】【发】【展】【,】【我】【国】【高】【等】【教】【育】【的】【普】【及】【率】【也】【在】【稳】【定】【增】【长】【,】【2】【0】【0】【5】【年】【我】【国】【普】【通】【本】【专】【科】【在】【校】【大】【学】【生】【有】【1】【5】【6】【2】【万】【人】【[】【1】【]】【,】【2】【0】【1】【4】【年】【已】【经】【达】【到】【了】【2】【5】【4】【8】【万】【人】【[】【1】【]】【在】【十】【年】【的】【时】【间】【里】【翻】【了】【一】【倍】【多】【。】【中】【国】【高】【等】【教】【育】【已】【经】【进】【入】【了】【国】【际】【公】【认】【的】【大】【众】【化】【阶】【段】【,】【对】【人】【才】【培】【养】【具】【有】【深】【远】【的】【意】【义】【。】【高】【等】【教】【育】【发】【展】【的】【同】【时】【会】【带】【来】【安】【全】【问】【题】【。】【当】【代】【大】【学】【生】【面】【临】【的】【是】【信】【息】【化】【的】【时】【代】【,】【各】【种】【威】【胁】【着】【大】【学】【生】【安】【全】【的】【隐】【患】【也】【越】【来】【越】【多】【,】【所】【以】【提】【高】【大】【学】【生】【自】【我】【安】【全】【意】【识】【势】【在】【必】【行】【。】【<】【b】【r】【>】【 】【 】【1】【.】【大】【学】【生】【安】【全】【意】【识】【的】【现】【状】【<】【b】【r】【>】【 】【 】【本】【文】【以】【西】【南】【大】【学】【荣】【昌】【校】【区】【五】【个】【系】【别】【、】【不】【同】【专】【业】【的】【大】【一】【、】【大】【二】【、】【大】【三】【的】【学】【生】【即】【2】【0】【1】【4】【级】【、】【2】【0】【1】【3】【级】【、】【2】【0】【1】【2】【级】【学】【生】【为】【例】【。】【总】【共】【发】【放】【问】【卷】【3】【7】【7】【份】【,】【回】【收】【2】【4】【0】【份】【,】【回】【收】【率】【为】【6】【3】【.】【6】【6】【%】【,】【在】【回】【收】【的】【调】【查】【问】【卷】【中】【,】【调】【查】【对】【象】【为】【男】【生】【的】【占】【4】【7】【.】【9】【1】【%】【,】【女】【生】【占】【5】【2】【.】【0】【8】【%】【;】【其】【中】【2】【0】【1】【4】【级】【学】【生】【占】【3】【5】【%】【,】【2】【0】【1】【3】【级】【学】【生】【占】【4】【8】【.】【7】【5】【%】【,】【2】【0】【1】【2】【级】【学】【生】【占】【1】【6】【.】【2】【5】【%】【。】【<】【b】【r】【>】【 】【 】【1】【.】【1】【 】【调】【查】【结】【果】【与】【分】【析】【<】【b】【r】【>】【 】【 】【1】【.】【1】【.】【1】【 】【安】【全】【防】【范】【意】【识】【<】【b】【r】【>】【 】【 】【安】【全】【防】【范】【意】【识】【是】【指】【对】【不】【安】【全】【因】【素】【及】【潜】【在】【危】【险】【的】【预】【判】【和】【辨】【别】【能】【力】【[】【2】【]】【。】【以】【问】【题】【“】【在】【进】【入】【公】【共】【场】【合】【的】【时】【候】【是】【否】【会】【留】【意】【‘】【安】【全】【出】【口】【’】【标】【志】【”】【、】【“】【当】【短】【时】【间】【离】【开】【寝】【室】【而】【寝】【室】【无】【人】【时】【,】【会】【锁】【上】【宿】【舍】【门】【吗】【?】【”】【、】【“】【大】【学】【生】【最】【容】【易】【上】【当】【受】【骗】【的】【原】【因】【”】【为】【例】【,】【有】【5】【1】【.】【6】【7】【%】【学】【生】【选】【择】【“】【偶】【尔】【会】【”】【,】【由】【此】【可】【见】【在】【校】【大】【学】【生】【虽】【然】【具】【备】【了】【安】【全】【意】【识】【,】【却】【并】【没】【有】【将】【其】【运】【用】【在】【日】【常】【生】【活】【的】【安】【全】【预】【防】【,】【大】【一】【的】【新】【生】【7】【.】【1】【4】【%】【选】【择】【“】【极】【少】【”】【,】【2】【.】【3】【8】【%】【选】【择】【“】【没】【有】【过】【”】【这】【两】【个】【选】【项】【的】【比】【例】【都】【高】【于】【高】【年】【级】【,】【表】【明】【高】【校】【在】【入】【学】【的】【安】【全】【教】【育】【中】【做】【得】【还】【不】【够】【好】【;】【当】【大】【部】【分】【的】【人】【能】【够】【注】【意】【到】【安】【全】【出】【口】【的】【位】【置】【时】【,】【那】【么】【事】【故】【发】【生】【后】【的】【逃】【生】【疏】【散】【也】【会】【更】【加】【顺】【畅】【并】【减】【少】【踩】【踏】【拥】【挤】【事】【件】【的】【发】【生】【。】【有】【4】【9】【.】【1】【7】【%】【的】【学】【生】【总】【是】【会】【锁】【上】【门】【,】【2】【0】【.】【8】【1】【%】【的】【学】【生】【经】【常】【会】【锁】【上】【门】【,】【可】【见】【随】【手】【关】【门】【已】【经】【成】【为】【大】【部】【分】【人】【的】【习】【惯】【了】【,】【这】【是】【一】【种】【有】【较】【强】【的】【安】【全】【意】【识】【表】【现】【,】【能】【够】【有】【效】【的】【防】【患】【于】【未】【然】【。】【受】【骗】【原】【因】【情】【况】【如】【表】【1】【所】【示】【,】【选】【择】【 】【“】【社】【会】【阅】【历】【浅】【,】【易】【轻】【信】【他】【人】【”】【、】【“】【自】【己】【安】【全】【意】【识】【淡】【薄】【”】【所】【占】【的】【比】【例】【最】【大】【,】【反】【映】【了】【学】【生】【阅】【历】【浅】【,】【自】【身】【安】【全】【意】【识】【薄】【弱】【的】【弱】【点】【,】【这】【往】【往】【给】【了】【犯】【罪】【分】【子】【以】【可】【乘】【之】【机】【,】【这】【就】【警】【醒】【了】【我】【们】【要】【加】【强】【自】【身】【的】【安】【全】【意】【识】【,】【远】【离】【上】【当】【受】【骗】【。】【<】【b】【r】【>】【 】【 】【1】【.】【1】【.】【2】【 】【危】【险】【应】【对】【意】【识】【<】【b】【r】【>】【 】【 】【大】【学】【生】【由】【于】【缺】【乏】【社】【会】【经】【验】【,】【惯】【性】【的】【思】【维】【方】【式】【和】【生】【活】【环】【境】【的】【特】【殊】【性】【,】【当】【他】【们】【面】【临】【危】【险】【时】【所】【采】【取】【的】【策】【略】【就】【会】【显】【得】【更】【加】【不】【成】【熟】【同】【时】【也】【会】【增】【大】【伤】【害】【的】【程】【度】【。】【以】【问】【题】【“】【正】【确】【使】【用】【消】【防】【栓】【或】【灭】【火】【器】【情】【况】【”】【、】【“】【穿】【越】【马】【路】【到】【了】【一】【半】【,】【绿】【灯】【变】【红】【灯】【了】【,】【会】【怎】【么】【办】【”】【以】【及】【“】【发】【现】【物】【品】【被】【盗】【后】【的】【反】【应】【”】【为】【例】【,】【结】【果】【表】【明】【只】【有】【1】【2】【.】【5】【0】【%】【的】【学】【生】【熟】【悉】【并】【正】【确】【使】【用】【消】【防】【栓】【或】【灭】【火】【器】【,】【4】【7】【.】【5】【0】【%】【的】【学】【生】【只】【是】【略】【懂】【,】【可】【见】【大】【部】【分】【学】【生】【还】【是】【处】【于】【略】【懂】【阶】【段】【而】【这】【样】【的】【熟】【悉】【程】【度】【并】【不】【能】【帮】【助】【其】【及】【时】【应】【对】【危】【急】【情】【况】【。】【有】【4】【4】【.】【1】【7】【%】【的】【学】【生】【选】【择】【等】【车】【辆】【过】【了】【再】【走】【,】【3】【8】【.】【7】【5】【%】【的】【学】【生】【选】【择】【继】【续】【走】【只】【有】【1】【5】【%】【的】【学】【生】【选】【择】【等】【绿】【灯】【了】【再】【走】【,】【这】【种】【情】【况】【下】【,】【站】【着】【不】【动】【才】【是】【最】【安】【全】【的】【,】【而】【接】【近】【四】【成】【的】【学】【生】【会】【选】【择】【继】【续】【走】【这】【不】【仅】【体】【现】【了】【中】【国】【式】【过】【马】【路】【的】【趋】【势】【也】【加】【大】【了】【交】【通】【安】【全】【隐】【患】【。】【有】【2】【6】【.】【4】【4】【%】【的】【学】【生】【选】【择】【“】【打】【电】【话】【给】【朋】【友】【或】【家】【长】【,】【商】【量】【对】【策】【”】【、】【“】【向】【警】【察】【报】【案】【”】【,】【2】【5】【.】【7】【5】【%】【的】【学】【生】【选】【择】【“】【告】【知】【辅】【导】【员】【”】【,】【2】【.】【3】【0】【%】【的】【学】【生】【选】【择】【“】【什】【么】【也】【不】【做】【,】【不】【要】【惹】【事】【”】【,】【这】【体】【现】【学】【生】【在】【遇】【到】【自】【己】【解】【决】【不】【了】【的】【问】【题】【时】【的】【沉】【着】【冷】【静】【。】【<】【b】【r】【>】【 】【 】【2】【.】【我】【校】【大】【学】【生】【安】【全】【意】【识】【存】【在】【的】【主】【要】【问】【题】【<】【b】【r】【>】【 】【 】【2】【.】【1】【 】【自】【我】【防】【范】【意】【识】【不】【强】【,】【自】【控】【能】【力】【较】【差】【<】【b】【r】【>】【 】【 】【有】【相】【当】【一】【部】【分】【的】【学】【生】【缺】【乏】【爱】【我】【防】【范】【意】【识】【,】【很】【容】【易】【就】【会】【受】【骗】【、】【被】【盗】【甚】【至】【处】【于】【危】【险】【之】【中】【。】【如】【在】【问】【卷】【调】【查】【里】【,】【有】【4】【5】【.】【4】【2】【%】【的】【学】【生】【会】【和】【陌】【生】【人】【单】【独】【见】【面】【,】【加】【大】【了】【自】【身】【受】【危】【害】【的】【隐】【患】【;】【有】【近】【半】【的】【学】【生】【有】【闯】【红】【灯】【的】【习】【惯】【,】【特】【别】【是】【男】【生】【闯】【红】【灯】【的】【情】【况】【较】【多】【,】【交】【规】【与】【日】【常】【习】【惯】【有】【所】【偏】【差】【这】【必】【定】【是】【学】【生】【造】【成】【交】【通】【危】【险】【最】【有】【可】【能】【发】【生】【的】【情】【况】【。】【<】【b】【r】【>】【 】【 】【2】【.】【2】【 】【安】【全】【知】【识】【不】【足】【,】【还】【不】【具】【备】【足】【够】【的】【应】【急】【能】【力】【<】【b】【r】【>】【 】【 】【当】【代】【大】【学】【生】【最】【大】【的】【问】【题】【就】【是】【学】【习】【的】【被】【动】【性】【,】【而】【高】【校】【开】【展】【的】【安】【全】【讲】【座】【和】【安】【全】【演】【练】【在】【学】【生】【方】【面】【只】【能】【启】【到】【暂】【时】【性】【作】【用】【,】【过】【后】【可】【能】【就】【只】【剩】【下】【了】【模】【糊】【的】【印】【象】【。】【问】【卷】【调】【查】【中】【,】【绝】【大】【部】【分】【的】【学】【生】【都】【没】【达】【到】【熟】【悉】【使】【用】【消】【防】【栓】【或】【灭】【火】【器】【的】【程】【度】【,】【近】【半】【的】【学】【生】【只】【是】【略】【懂】【,】【而】【在】【调】【查】【之】【前】【大】【二】【的】【学】【生】【在】【其】【大】【一】【的】【时】【候】【是】【进】【行】【过】【消】【防】【安】【全】【演】【练】【但】【从】【结】【果】【显】【示】【其】【只】【是】【比】【其】【他】【年】【级】【更】【有】【印】【象】【点】【而】【已】【,】【熟】【悉】【程】【度】【甚】【至】【比】【其】【他】【年】【级】【更】【低】【。】【<】【b】【r】【>】【 】【 】【3】【.】【大】【学】【生】【安】【全】【意】【识】【分】【析】【与】【探】【讨】【<】【b】【r】【>】【 】【 】【对】【于】【大】【学】【生】【自】【控】【能】【力】【差】【的】【问】【题】【,】【只】【靠】【大】【学】【生】【自】【身】【是】【远】【远】【不】【够】【的】【,】【大】【学】【生】【必】【须】【首】【先】【认】【识】【到】【安】【全】【的】【绝】【对】【重】【要】【性】【地】【位】【,】【高】【校】【则】【应】【该】【利】【用】【活】【动】【宣】【传】【等】【手】【段】【时】【刻】【提】【醒】【学】【生】【安】【全】【第】【一】【,】【控】【制】【能】【力】【应】【该】【从】【自】【身】【做】【起】【从】【而】【影】【响】【他】【人】【共】【同】【创】【建】【一】【个】【安】【全】【的】【环】【境】【,】【有】【自】【控】【力】【的】【安】【全】【行】【为】【不】【仅】【是】【保】【障】【学】【生】【自】【我】【发】【展】【的】【前】【提】【,】【还】【是】【高】【校】【发】【展】【的】【重】【要】【因】【素】【。】【<】【b】【r】【>】【 】【 】【对】【于】【大】【学】【生】【安】【全】【知】【识】【不】【足】【的】【问】【题】【,】【高】【校】【应】【该】【多】【开】【展】【一】【些】【安】【全】【讲】【座】【和】【安】【全】【教】【育】【课】【堂】【以】【及】【安】【全】【系】【列】【活】【动】【等】【来】【加】【强】【学】【生】【对】【于】【安】【全】【知】【识】【的】【摄】【取】【,】【让】【大】【学】【生】【体】【会】【到】【安】【全】【知】【识】【的】【重】【要】【性】【。】【同】【时】【还】【应】【加】【强】【大】【学】【生】【的】【实】【践】【能】【力】【,】【对】【于】【这】【方】【面】【高】【校】【应】【该】【利】【用】【各】【种】【应】【急】【演】【练】【活】【动】【来】【锻】【炼】【学】【生】【的】【实】【践】【能】【力】【。】【增】【强】【大】【学】【生】【在】【各】【种】【应】【急】【演】【练】【活】【动】【中】【的】【组】【织】【性】【、】【纪】【律】【性】【和】【对】【抗】【性】【,】【从】【而】【促】【进】【大】【学】【生】【安】【全】【意】【识】【的】【提】【高】【,】【并】【使】【大】【学】【生】【在】【应】【急】【演】【练】【活】【动】【中】【深】【刻】【体】【会】【到】【安】【全】【对】【自】【身】【以】【及】【他】【人】【、】【社】【会】【的】【重】【要】【性】【。】【提】【高】【大】【学】【生】【自】【我】【安】【全】【意】【识】【的】【培】【养】【是】【一】【项】【长】【期】【的】【常】【抓】【不】【懈】【的】【功】【过】【,】【需】【要】【所】【有】【人】【共】【同】【协】【作】【,】【密】【切】【配】【合】【才】【能】【得】【到】【良】【好】【的】【效】【果】【,】【共】【同】【创】【建】【良】【好】【的】【平】【安】【、】【和】【谐】【校】【园】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【国】【家】【统】【计】【局】【.】【中】【国】【统】【计】【年】【鉴】【[】【J】【]】【.】【北】【京】【:】【中】【国】【统】【计】【出】【版】【社】【,】【2】【0】【1】【4】【.】【<】【b】【r】【>】【 】【 】【[】【2】【]】【黄】【迎】【兵】【.】【大】【学】【安】【全】【教】【育】【、】【学】【生】【安】【全】【意】【识】【与】【安】【全】【技】【能】【现】【状】【调】【查】【及】【对】【策】【研】【究】【[】【J】【]】【.】【河】【南】【社】【会】【科】【学】【,】【2】【0】【0】【7】【,】【1】【5】【(】【5】【)】【:】【1】【7】【9】【-】【1】【8】【0】【.】【<】【b】【r】【>】【 】【 】【作】【者】【简】【介】【:】【<】【b】【r】【>】【 】【 】【詹】【灵】【灵】【(】【1】【9】【9】【5】【-】【)】【,】【福】【建】【、】【龙】【岩】【市】【人】【,】【女】【,】【西】【南】【大】【学】【荣】【昌】【校】【区】【(】【水】【产】【系】【)】【从】【事】【水】【产】【养】【殖】【学】【研】【究】【。】【<】【b】【r】【>】【 】【 】【尹】【依】【婷】【(】【1】【9】【9】【5】【-】【)】【,】【福】【建】【、】【龙】【岩】【市】【人】【,】【女】【,】【宁】【德】【师】【范】【学】【院】【(】【教】【育】【系】【)】【从】【事】【小】【学】【教】【育】【研】【究】【。】【<】【b】【r】【>】【 】【 】【林】【菲】【菲】【(】【1】【9】【9】【5】【-】【)】【,】【福】【建】【、】【龙】【岩】【市】【人】【,】【女】【,】【上】【海】【财】【经】【大】【学】【浙】【江】【学】【院】【(】【会】【计】【系】【)】【从】【事】【财】【物】【管】【理】【研】【究】【。】温州市实验中学【<】【b】【r】【>】【 】【 】【摘】【 】【要】【:】【初】【中】【语】【文】【教】【育】【的】【重】【要】【性】【地】【位】【在】【教】【育】【界】【已】【经】【被】【广】【泛】【认】【同】【,】【而】【语】【文】【教】【学】【的】【有】【效】【性】【直】【接】【影】【响】【着】【国】【民】【教】【育】【的】【成】【效】【,】【所】【以】【如】【何】【有】【效】【提】【升】【初】【中】【教】【育】【质】【量】【成】【为】【语】【文】【教】【师】【的】【艰】【巨】【任】【务】【。】【而】【阅】【读】【是】【语】【文】【教】【学】【中】【的】【重】【中】【之】【重】【,】【所】【以】【笔】【者】【结】【合】【自】【己】【一】【线】【教】【育】【工】【作】【的】【实】【践】【经】【验】【,】【从】【如】【何】【有】【效】【提】【高】【初】【中】【语】【文】【教】【学】【有】【效】【性】【进】【行】【探】【讨】【。】【<】【b】【r】【>】【 】【 】【关】【键】【词】【:】【初】【中】【语】【文】【;】【阅】【读】【教】【学】【;】【有】【效】【性】【<】【b】【r】【>】【 】【 】【初】【中】【语】【文】【教】【学】【中】【的】【阅】【读】【教】【学】【直】【接】【影】【响】【着】【学】【生】【学】【习】【语】【文】【的】【能】【力】【和】【效】【果】【,】【但】【是】【在】【整】【个】【初】【中】【语】【文】【教】【学】【中】【,】【大】【部】【分】【教】【师】【的】【重】【点】【虽】【然】【是】【放】【在】【阅】【读】【上】【面】【的】【,】【但】【是】【收】【到】【的】【成】【效】【却】【甚】【微】【。】【他】【们】【在】【阅】【读】【教】【学】【方】【面】【付】【出】【的】【诸】【多】【辛】【苦】【,】【都】【没】【有】【在】【阅】【读】【教】【学】【方】【面】【见】【到】【成】【效】【。】【所】【以】【这】【就】【要】【求】【我】【们】【语】【文】【教】【师】【要】【重】【审】【阅】【读】【教】【学】【的】【重】【要】【性】【和】【教】【学】【方】【式】【,】【下】【面】【笔】【者】【提】【出】【了】【几】【点】【在】【课】【堂】【教】【学】【中】【可】【以】【具】【体】【实】【施】【的】【方】【法】【,】【希】【望】【可】【以】【对】【今】【后】【的】【初】【中】【阅】【读】【教】【学】【在】【课】【堂】【上】【的】【高】【效】【实】【施】【产】【生】【一】【定】【的】【积】【极】【作】【用】【。】【<】【b】【r】【>】【 】【 】【一】【、】【要】【明】【确】【教】【学】【目】【标】【,】【且】【具】【有】【可】【调】【整】【性】【<】【b】【r】【>】【 】【 】【教】【学】【目】【标】【在】【阅】【读】【教】【学】【中】【的】【重】【要】【地】【位】【不】【可】【忽】【视】【,】【所】【以】【在】【制】【定】【阅】【读】【教】【学】【目】【标】【时】【必】【须】【要】【明】【确】【其】【内】【涵】【,】【并】【有】【效】【区】【分】【教】【学】【目】【标】【与】【学】【习】【目】【标】【的】【不】【同】【,】【在】【制】【定】【课】【堂】【教】【学】【目】【标】【时】【必】【须】【充】【分】【结】【合】【学】【生】【的】【实】【际】【情】【况】【,】【充】【分】【考】【虑】【该】【目】【标】【实】【施】【的】【可】【行】【性】【和】【实】【效】【性】【。】【根】【据】【格】【朗】【伦】【的】【教】【学】【理】【论】【,】【教】【学】【目】【标】【应】【包】【括】【总】【体】【目】【标】【和】【具】【体】【行】【为】【两】【个】【部】【分】【,】【总】【体】【目】【标】【在】【具】【体】【行】【为】【水】【平】【之】【上】【,】【是】【对】【学】【习】【者】【内】【部】【心】【理】【动】【态】【变】【化】【的】【描】【述】【,】【反】【映】【了】【课】【堂】【教】【学】【中】【教】【师】【的】【教】【学】【目】【的】【,】【“】【具】【体】【行】【为】【”】【是】【描】【述】【学】【习】【者】【在】【达】【到】【“】【总】【体】【目】【标】【”】【。】【之】【前】【的】【行】【为】【典】【范】【。】【而】【且】【语】【文】【教】【师】【在】【制】【定】【课】【堂】【教】【学】【目】【标】【时】【应】【该】【考】【虑】【的】【是】【学】【生】【“】【学】【”】【的】【目】【标】【,】【这】【种】【叙】【写】【表】【述】【往】【往】【是】【“】【学】【生】【能】【…】【…】【”】【。】【以】【八】【年】【级】【的】【《】【大】【自】【然】【的】【语】【言】【》】【第】【二】【课】【时】【教】【案】【为】【例】【,】【课】【堂】【教】【学】【总】【体】【目】【标】【设】【定】【为】【“】【学】【生】【能】【理】【解】【本】【篇】【说】【明】【文】【写】【作】【中】【的】【说】【明】【方】【法】【”】【,】【在】【这】【一】【总】【体】【目】【标】【下】【的】【具】【体】【行】【为】【就】【可】【以】【设】【定】【为】【:】【a】【.】【学】【生】【能】【用】【自】【己】【的】【话】【解】【释】【运】【用】【说】【明】【方】【法】【的】【条】【件】【;】【b】【.】【学】【生】【能】【在】【课】【文】【中】【找】【出】【运】【用】【四】【种】【说】【明】【方】【法】【阐】【明】【观】【点】【的】【句】【子】【或】【段】【落】【;】【c】【.】【小】【组】【内】【学】【生】【分】【工】【,】【分】【别】【可】【以】【独】【立】【写】【一】【段】【说】【明】【性】【文】【字】【,】【其】【中】【至】【少】【用】【到】【一】【种】【说】【明】【方】【法】【。】【这】【种】【可】【以】【由】【具】【体】【行】【为】【目】【标】【支】【撑】【的】【教】【学】【目】【标】【就】【可】【以】【避】【免】【教】【师】【在】【设】【定】【课】【堂】【教】【学】【目】【标】【时】【过】【于】【空】【泛】【。】【<】【b】【r】【>】【 】【 】【二】【、】【科】【学】【安】【排】【阅】【读】【时】【间】【,】【引】【导】【学】【生】【课】【堂】【自】【主】【思】【考】【<】【b】【r】【>】【 】【 】【课】【堂】【上】【学】【生】【阅】【读】【时】【间】【的】【分】【配】【属】【于】【教】【师】【对】【课】【堂】【时】【间】【管】【理】【的】【范】【畴】【,】【只】【有】【在】【课】【堂】【上】【保】【证】【了】【学】【生】【自】【学】【的】【时】【间】【,】【才】【是】【最】【基】【本】【地】【保】【障】【了】【课】【堂】【上】【学】【生】【主】【体】【性】【的】【地】【位】【。】【在】【制】【定】【教】【学】【目】【标】【时】【从】【实】【际】【出】【发】【,】【充】【分】【考】【虑】【学】【生】【学】【情】【。】【根】【据】【新】【课】【标】【的】【阐】【述】【,】【科】【学】【有】【效】【的】【课】【堂】【教】【学】【目】【标】【应】【该】【包】【含】【知】【识】【与】【能】【力】【、】【过】【程】【与】【方】【法】【、】【情】【感】【态】【度】【价】【值】【观】【三】【方】【面】【,】【这】【就】【需】【要】【我】【们】【的】【语】【文】【教】【师】【正】【确】【理】【解】【三】【维】【目】【标】【的】【内】【涵】【。】【因】【此】【,】【语】【文】【教】【师】【在】【制】【定】【阅】【读】【课】【堂】【教】【学】【目】【标】【时】【要】【考】【虑】【到】【课】【堂】【教】【学】【目】【标】【的】【几】【种】【特】【性】【。】【<】【b】【r】【>】【 】【 】【第】【一】【,】【真】【实】【有】【效】【的】【阅】【读】【情】【境】【不】【能】【脱】【离】【全】【体】【学】【生】【。】【学】【生】【是】【阅】【读】【情】【境】【创】【设】【参】【与】【的】【对】【象】【,】【只】【有】【适】【合】【全】【体】【学】【生】【的】【阅】【读】【情】【境】【才】【是】【真】【实】【有】【效】【的】【。】【同】【一】【个】【班】【级】【里】【的】【学】【生】【在】【年】【龄】【、】【心】【理】【阶】【段】【、】【接】【受】【能】【力】【、】【个】【性】【特】【点】【等】【方】【面】【也】【存】【在】【差】【异】【性】【,】【阅】【读】【课】【堂】【上】【在】【进】【行】【情】【境】【创】【设】【时】【是】【要】【根】【据】【他】【们】【各】【自】【的】【特】【点】【和】【差】【异】【,】【使】【学】【生】【自】【主】【自】【愿】【地】【全】【身】【心】【地】【深】【入】【到】【情】【境】【中】【。】【<】【b】【r】【>】【 】【 】【第】【二】【,】【真】【实】【有】【效】【的】【情】【境】【创】【设】【必】【须】【紧】【扣】【教】【学】【内】【容】【。】【课】【堂】【教】【学】【内】【容】【和】【阅】【读】【情】【境】【创】【设】【是】【相】【辅】【相】【成】【的】【关】【系】【,】【课】【堂】【教】【学】【内】【容】【是】【创】【设】【阅】【读】【情】【境】【的】【基】【础】【,】【不】【符】【合】【教】【学】【内】【容】【的】【情】【境】【创】【设】【在】【课】【堂】【上】【可】【谓】【是】【多】【余】【的】【无】【效】【的】【,】【同】【样】【,】【阅】【读】【情】【境】【的】【创】【设】【是】【为】【了】【学】【生】【能】【以】【更】【轻】【松】【的】【状】【态】【学】【习】【,】【从】【而】【更】【有】【效】【地】【呈】【现】【教】【学】【内】【容】【。】【<】【b】【r】【>】【 】【 】【第】【三】【,】【真】【实】【有】【效】【的】【阅】【读】【情】【境】【创】【设】【必】【须】【以】【实】【现】【教】【学】【目】【标】【为】【前】【提】【。】【阅】【读】【情】【境】【创】【设】【是】【为】【了】【使】【学】【生】【更】【容】【易】【融】【入】【课】【堂】【学】【习】【中】【,】【促】【进】【学】【生】【学】【习】【能】【力】【的】【提】【升】【,】【最】【终】【实】【现】【课】【堂】【教】【学】【目】【标】【。】【因】【此】【教】【师】【在】【制】【定】【语】【文】【阅】【读】【课】【堂】【上】【的】【阅】【读】【情】【境】【创】【设】【时】【必】【须】【以】【教】【学】【目】【标】【为】【风】【向】【标】【,】【不】【可】【以】【脱】【离】【目】【标】【盲】【目】【地】【创】【设】【所】【谓】【新】【颖】【的】【阅】【读】【情】【境】【。】【阅】【读】【课】【堂】【上】【情】【境】【创】【设】【为】【避】【免】【控】【油】【热】【闹】【气】【氛】【群】【脱】【离】【教】【学】【目】【标】【,】【语】【文】【教】【师】【就】【应】【该】【适】【时】【引】【导】【指】【挥】【,】【控】【制】【好】【教】【学】【氛】【围】【和】【学】【生】【情】【绪】【。】【<】【b】【r】【>】【 】【 】【三】【、】【阅】【读】【情】【境】【创】【设】【具】【有】【多】【样】【性】【<】【b】【r】【>】【 】【 】【阅】【读】【教】【学】【情】【境】【的】【创】【设】【是】【为】【了】【刺】【激】【学】【生】【对】【文】【本】【内】【容】【的】【感】【知】【度】【和】【感】【受】【力】【,】【但】【由】【于】【教】【材】【中】【文】【学】【作】【品】【的】【体】【裁】【不】【同】【,】【阅】【读】【情】【境】【创】【设】【也】【应】【该】【做】【相】【应】【的】【调】【整】【,】【除】【了】【经】【常】【在】【阅】【读】【课】【堂】【上】【出】【现】【的】【角】【色】【扮】【演】【、】【视】【频】【播】【放】【、】【音】【乐】【渲】【染】【等】【阅】【读】【情】【境】【的】【创】【设】【方】【式】【,】【教】【师】【应】【该】【时】【刻】【追】【求】【多】【元】【化】【的】【创】【设】【模】【式】【,】【切】【不】【可】【单】【一】【的】【情】【境】【在】【所】【有】【阅】【读】【课】【上】【通】【用】【,】【同】【时】【要】【避】【免】【千】【篇】【一】【律】【的】【导】【入】【语】【情】【境】【创】【设】【以】【及】【现】【代】【教】【学】【设】【备】【在】【课】【堂】【上】【的】【“】【滥】【用】【”】【。】【阅】【读】【课】【上】【给】【学】【生】【留】【有】【一】【定】【的】【阅】【读】【时】【间】【是】【极】【其】【必】【要】【的】【,】【阅】【读】【可】【以】【有】【很】【多】【种】【方】【式】【:】【默】【读】【、】【诵】【读】【、】【朗】【读】【等】【。】【阅】【读】【课】【上】【就】【可】【以】【通】【过】【朗】【读】【的】【方】【式】【创】【设】【阅】【读】【情】【境】【,】【学】【生】【在】【朗】【读】【时】【其】【实】【身】【份】【就】【自】【然】【而】【然】【地】【转】【化】【成】【了】【作】【者】【,】【学】【生】【通】【过】【时】【而】【激】【昂】【时】【而】【婉】【转】【的】【朗】【读】【,】【可】【以】【感】【受】【到】【作】【者】【蕴】【藏】【在】【文】【章】【的】【字】【里】【行】【间】【的】【思】【想】【情】【感】【。】【通】【过】【朗】【读】【,】【学】【生】【与】【作】【者】【达】【成】【共】【鸣】【,】【在】【富】【有】【感】【情】【的】【朗】【读】【中】【融】【入】【文】【章】【中】【的】【情】【景】【,】【通】【过】【自】【己】【的】【朗】【读】【和】【感】【受】【,】【形】【成】【自】【己】【对】【文】【章】【独】【立】【的】【见】【解】【。】【阅】【读】【情】【境】【创】【设】【真】【实】【且】【有】【针】【对】【性】【的】【三】【位】【一】【体】【,】【重】【新】【规】【定】【了】【教】【学】【目】【标】【在】【过】【程】【与】【方】【法】【、】【情】【感】【态】【度】【与】【价】【值】【观】【的】【考】【量】【。】【例】【如】【在】【朱】【自】【清】【的】【散】【文】【名】【篇】【《】【背】【影】【》】【阅】【读】【教】【学】【中】【,】【作】【者】【用】【词】【简】【单】【朴】【素】【,】【但】【字】【里】【行】【间】【却】【饱】【含】【作】【者】【浓】【浓】【的】【思】【绪】【,】【抒】【发】【的】【是】【对】【“】【父】【亲】【”】【无】【言】【的】【感】【谢】【,】【是】【对】【父】【爱】【的】【无】【私】【与】【伟】【大】【的】【热】【情】【颂】【扬】【。】【教】【师】【在】【课】【堂】【上】【让】【学】【生】【学】【习】【这】【样】【一】【篇】【情】【真】【意】【切】【的】【散】【文】【时】【,】【应】【该】【重】【点】【培】【养】【他】【们】【在】【情】【感】【态】【度】【与】【价】【值】【观】【这】【一】【目】【标】【维】【度】【的】【能】【力】【获】【得】【。】【<】【b】【r】【>】【 】【 】【参】【考】【文】【献】【<】【b】【r】【>】【 】【 】【[】【1】【]】【刘】【鲁】【波】【.】【做】【一】【个】【高】【效】【的】【阅】【读】【者】【[】【J】【]】【.】【中】【国】【校】【外】【教】【育】【,】【2】【0】【1】【1】【(】【1】【0】【)】【:】【1】【1】【.】【<】【b】【r】【>】【 】【 】【[】【2】【]】【汪】【世】【强】【.】【初】【中】【语】【文】【课】【堂】【教】【学】【的】【有】【效】【性】【初】【探】【[】【J】【]】【.】【读】【与】【写】【,】【2】【0】【1】【0】【(】【5】【)】【:】【1】【8】【-】【2】【0】【.】【<】【b】【r】【>】【 】【 】【[】【3】【]】【叶】【澜】【.】【让】【课】【堂】【焕】【发】【出】【生】【命】【活】【力】【[】【J】【]】【.】【教】【育】【研】【究】【,】【1】【9】【9】【7】【(】【7】【)】【:】【1】【7】

温州市实验中学:古人的中秋节比你想的拥有意思|祭月|拜月

【<】【p】【>】【一】【天】【,】【姥】【爷】【从】【沙】【南】【坐】【车】【到】【我】【家】【楼】【下】【收】【菜】【,】【我】【想】【这】【是】【一】【个】【好】【机】【会】【。】【我】【把】【自】【己】【这】【两】【天】【要】【换】【洗】【的】【衣】【服】【放】【在】【一】【个】【袋】【子】【里】【,】【一】【切】【收】【拾】【好】【,】【匆】【匆】【和】【妈】【妈】【说】【了】【一】【声】【再】【见】【,】【就】【慌】【忙】【跑】【下】【楼】【去】【。】【姥】【爷】【看】【到】【我】【非】【常】【惊】【讶】【,】【问】【我】【怎】【么】【下】【来】【了】【,】【我】【把】【想】【去】【沙】【南】【看】【望】【姥】【姥】【的】【想】【法】【告】【诉】【了】【他】【。】【姥】【爷】【非】【常】【高】【兴】【地】【说】【:】【&】【l】【d】【q】【u】【o】【;】【好】【啊】【,】【等】【会】【儿】【我】【干】【完】【活】【就】【带】【你】【去】【。】【&】【r】【d】【q】【u】【o】【;】【<】【/】【p】【>】

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